COMMONWEALTH  OP  PENNSYLVANIA 


REPORT  OP 

CONFERENCE  OP  REPRESENTATIVES  OP  INDUSTRY, 
TEACHER  TRAINING  INSTITUTIONS,  AND 
THE  STATE  DEPARTMENT  OF  PUBLIC  INSTRUCTION 


-ON- 

POREMANSHIP  TRAINING 


HARRRISBURG , PBNNA. 
OCTOBER  16-27,  1922. 


UNDER  AUSPICES  OP  THE 
BUREAU  OP  VOCATIONAL  EDUCATION 
STATE  DEPARTMENT  OP  PUBLIC  INSTRUCTION 


ij’Oi'Gv/ord 


One  of  the  most  significant  and  hopeful  reeent 
developments  in  the  field  of  vocational  industrial  ed- 
ucation is  the  well  defined  movement  to  establish  rautu- 
ally  helpful  working  relationships  between  the  public 
schools  and  industry.  It  has  come  to  be  recognized  that 
the  public  schools,  as  v;ell  as  industry,  have  a respon- 
sibility for  assisting  in  the  development  of  effective, 
well  organized  instruction  to  apprentices  and  others  in 
need  of  .iob  training. 

jPoreman  training,  and  foreman  instructor  training 
are  two  of  the  most  dynamic  and  promising  aspects  of  cur- 
rent vocational  industrial  education.  They  are  important 
because  they  reach  a group  of  persons  who  are  not  only  key 
men  and  women  from  a production  or  from  a service  stand- 
point, but  also  key  people  educationally.  Many,  if  not 
most  of  them,  have  instructional  responsibilities,  and  all 
of  them  are  in  a position  to  promote  or  to  retard,  accor- 
ding to  their  vision,  any  plan  of  education  contemplated 
for  those  whom  they  supervise.  It  is  evident,  therefore, 
that  foreman  training  and  foreman  instructor  training  are 
absolutely  vital  to  a broad,  effective  program  of  trade 
and  industrial  education. 

This  conference,  consisting  of  representatives 
from  industry,  men  who  are  responsible  for  the  organization 
and  development  of  industrial  education,  both  locally  and 
throughout  the  State,  and  representatives  of  Teacher  Train- 
ing Institutions  responsible  for  the  training  of  trade  and 
industrial  teachers,  was  called  for  the  purpose  of  consider- 
ing problems  incident  to  foreman  training.  Conferences  of 
this  nature  are  needed  in  order  that  the  respective  functions 
of  school  people  and  of  persons  in  industry,  in  connection 
with  problems  of  instruction,  may  become  more  clearly  defined 
and  more  widely  accepted. 

The  Federal  Board  for  Vocational  Education  has  done 
much  pioneer  v/ork  along  the  lines  of  foreman  training.  Mr. 
Frank  Cushman,  Chief  of  the  Industrial  Education  Service  of 
the  Federal  Board,  has  personally  had  much  experience  in 
connection  with  the  foreman  training  work  of  the  Federal 
Board.  The  Department  of  Public  Instruction,  in  arranging 
for  this  conference,  availed  itself  of  the  services  of  Mr. 
Cushman  as  conference  leader. 

It  was  considered  necessary  to  limit  the  atten- 
dance at  this  conference  to  a small  group,  but  it  is  hoped 
that  similar  conferences  will  be  undertaken  in  other  sections 
of  the  State,  The  Department  of  public  Instruction  will  be 
glad  to  be  of  ser\’ice  in  this  connection. 


L.  H.  Dennis, 

Director  of  Vocational  Education. 


630028 


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Personnel  of  the  Confex’once 


Mr.  Prank  Oushman, 

Chief,  Industrial  Education  Service, 
Poderal  Board  for  Vocational  Education, 
Washington , D.  C. 


Mr.  A.  B.  Anderson, 

State  Supervisor  of  Industrial  Education, 
v/i Imington , Delaware. 


Mr.  Vi  Hi  am  0-  Ash, 

Director  of  Vocational  Teacher  Training, 
Professor  of  Vocational  Education, 
University  of  Pennsylvania, 

3437  Woodland  Avenue, 

Phi ladelphia , Pa. 


Mr.  J.  V/.  Barritt, 

Supervisor  of  Apprentices, 

South  Philadelphia  'Works, 
Westinghouse  Eloctric  Mfg.  Goi., 
Philadelphia,  Pa. 


Mr.  Charles  P.  Bauder, 
Director  of  Industrial  Arts, 
Philadelphia  Pu'blic  Schools, 
IVth  and  pine  Streets, 
Philadelphia,  Pa, 


Mr.  P,  R.  Bingman, 

General  Po reman,  Enola  Shops, 
Pennsylvania  Railroad  Company, 
Harrisburg,  Pa. 

Mr.  L.  H.  Donnis, 

Director  of  Vocational  Education, 

State  Department  of  Public  Instruction, 
Harrisburg,  Pa. 


Mr.  0.  D.  Evans, 

Asst.  Director  of  Vocational  Education, 
In  Charge  of  Continuation  Schools, 

State  Department  of  public  Instruction, 
Harrisburg,  pa. 


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Mr.  Morris  Harrison, 
rirector  of  Personnel, 

Kan^mermill  Paper  Gompo.ny, 

1438  E.  Lake  Hoad, 

Erie,  Pa. 

Mr.  H.  L.  Holbrook, 

Supervisor  of  Industrial  Education, 
State  Department  of  x^ublic  Instruction, 
Harrisburg,  Pa. 


Dr.  Arthur  S.  Hurrell, 

Asst.  Dean  of  Summer  Session  and  of 
Educational  Extension, 

The  Pennsylvania  state  College, 

State  College,  pa. 

Mr.  George  E.  Jeffrey,  Jr., 

Service  and  Employment  Manager, 

Dill  and  Collins  Company, 

Philadelphia,  Pa. 

Mr.  Albert  Hlufkee, 

Employment  Manager, 

A.  M.  Collins  Manufacturing  Company, 

226  Columbia  Avenue, 

Philadelphia,  Pa. 

Mr,  W.  P.  Loomis, 

Supervisor  of  Industrial  Education, 

State  Department  of  Public  Instruction, 
Harrisburg,  Pa. 

Mr.  John  A.  McCerthy, 

Asst,  for  Trades  and  Industries, 

Hew  Jersey  Department  of  Public  Instruction, 
Trenton,  New  Jersey. 

Mr.  'J.  G.  Mann, 

In  Charge  of  Educational  VIork, 

New  Jersey  Zixio  Company, 

Palrnerton  Plant, 

Palmerton,  Pa. 

Mr.  C.  B.  Milner, 

Asst.  Director  of  Personnel, 

Hammermill  Paper  Company, 

318  East  12th  Street, 

Erie,  Pa, 


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Dr.  H.  B.  Smith, 

Director  of  Vocational  Department, 
Univeraity  of  Pittsburgh, 
Pittsburgh,  pa. 


Dr.  P.  T.  Struck, 

Asst.  Director  of  Vocational  Education 
In  Charge  of  Industrial  Education, 
State  Department  of  Public  Instruction 
Harrisburg,  Pa. 


Mr.  H.  E.  Todd, 

Supervisor  of  Manual  Training, 
Harrisburg  Public  Schools, 
Harrisburg,  Pa. 


Mr.  W.  E.  vVhite, 

Head,  Mechanical  Department, 
V/ilraington  Vocational  Schools, 
Wilmington,  Delaware, 


Mr.  G.  D.  Whitney, 

Supervisor  of  Industrial  Education, 
State  Department  of  Public  Instruction 
Harrisburg,  Pa. 


Mr.  G.  E.  Zorger, 

Director  of  Extension  Glasses, 
Harrisburg  Public  Schools, 
Harrisburg,  Pa. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/reportonforemansOOconf 


ifonday,  October  16,  1922 


Morning  Session 


The  first  meeting  was  called  at  9:45  by  Mr.  L.  H. 
Dennis,  Director  of  Vocational  Education,  State  Department 
of  Public  Instruction.  He  outlined  briefly  the  purposes  of 
the  conference  and  then  introduced  Dr.  Thomas  E.  Pinegan, 
State  Superintendent  of  Public  Instruction,  who  gave  a short 
address  of  welcome.  Mr.  Dennis  then  introduced  Hr.  Prank 
pushman.  Chief  of  the  Industrial  Education  Service  of  the 
Pederal  Board  for  Vocational  Education,  who  thereupon  took 
charge  of  the  conference.  Mr.  Cushman’s  opening  remarks 
were  in  the  nature  of  a general  over-view  of  problems  of 
foreraanship  training.  He  emphasized  the  fact  that  there 
was  no  absolutely  set  plan  that  he  had  come  to  sell  to  the 
group,  but  that  each  individual  organization  presents  a 
special  problem,  that  conditions  vary  in  different  indus- 
tries, and  thus  far  no  one  has  developed  a procedure  which 
fits  all  conditions. 

It  was  pointed  out  that  a complete  program  of 
foremanship  training  may  include  several  subdivisions,  and 
that  the  job  of  the  educational  director  or  conference 
leader  may  include  one  or  more  of  these  subdii'isions  of  the' 
whole  job.  Por  purposes  of  illustration  the  follov/ing  out- 
line was  placed  on  the  black-board: 

I,  Poreman  training, 

A.  Por  men  of  long  experience  as  foremen. 

B,  Por  prospective  foremen  in  line  for  promotion. 

II.  Conferences  with  Department  heads  and  plant  ex- 
ecutives for  the  purpose  of 

A.  Getting  their  responsibilities  defined  vath 

regard  to  the  educational  program. 

B.  Devising  ways  in  which  their  responsibilities 

can  be  carried  out. 

III.  The  setting  up  of  a permanent  program  in  an  in- 
dustrial organization. 

A.  The  characteristics  of  a permanent  program. 

3.  Ways  and  means  of  setting  up  such  a program. 

C.  The  operation  of  the  program. 


' i 


1 


■ 1 1^1 1 


2 


It  Vv'iis  brought  out  that  the  conferenco  method  of 
handling  a group  of  foremen  is  not  new,  that  it  really  con- 
sivSts  of  the  adaptation  of  the  oocratic  method  of  teaching. 
IX  was  also  pointed  out  that  a competent  conference  leader 
does  not  confine  himself  exclusively  to  this  type  of  in- 
struction, but  that  he  teaches  either  a developmental 
lesson,  or  an  informational  lesson  if  the  particular  work 
in  haiid  is  of  such  a character  that  it  would  be  more  effec- 
tive than  the  straight  conference  method,  fhe  essential 
feature  of  the  Socratic  method  of  teaching  is  to  direct  a 
man’s  ovm  thinking  toward  a solution  of  the  problem  by  moans 
of  skillful  questioning. 

It  v\;as  pointed  out  that  one  of  the  difficulties 
which  always  confronts  a conference  leader  at  the  beginning 
of  a conference  is  due  largely  to  the  men  being  under  more 
or  less  of  a strain.  There  is  a feeling  of  restraint  and 
formality  which  must  be  overcome  as  soon  as  possible. 

Various  ways  of  breaking  up  the  stiffness  and  silence  were 
discussed,  such  as  the  shifting  of  topics  and  the  raising 
of  important  questions  for  discussion.  It  was  emphasized 
that  a topic  should  be  very  quickly  dropped  when  it  is  feund 
that  no  particular  interest  is  aroused,  and  that  it  con- 
stitutes good  procedure  to  change  the  topic  or  plans  when- 
ever lack  of  interest  shows  the  need  of  it.  It  might  be 
stated  that  the  cardinal  principle  of  foreraanship  training 
is  that  interest  should  transcend  any  other  consideration. 

In  the  early  part  of  the  conference  the  discussion  is 
steered  or  directed  along  the  lines  in  which  initial  interest 
is  shown. 


There  are  three  stages  in  a complete  program  for 
the  training  of  fororaen. 


1. 


2. 


3. 


Putting.over  content  or 


a series  of  objectives. 


Application 


4. 

I.Taintenance 


on  the  job. 

(Work  too  often  stops  here) 
of  improved  procedure  in  the  plant. 


The  first  and  second  stages  may  be  worked  through 
effectively  but  maintenance  is  often  lacking,  and  because  of 
this  fact  results  are  often  not  permanent.  How  to  make  re- 
sults of  lasting  value  v/ill  be  found  in  a study  of  mainte- 
mance . 


A number  of  questions  were  raised  by  members  of 
the  conference  group  in  connection  with  certain  phases  of 
the  general  problem  as  touched  upon  in  Mr,  Gushman's  pre- 
sentation. The  following  are  a few  of  the  more  important 
questions,  together  with  answers  or  comments  by  the  differ 
ent  participants: 


3 


Ques.  Can  an  outside  man  teach  foremen  to  analyze  Jobs 

if  he  himself  does  not  know  the  details  of  the 

jobs  to  be  analyzed? 

Ans.  Yes,  if  the  developmental  method  is  used. 

Ques.  How  can  you  determine  whether  or  not  the  group 

is  really  interested? 

Ans.  By  the  kind  and  amount  of  participation  of  the 
groups  in  discussions  and  by  the  behavior  of 
the  men. 

Ques.  Is  a preliminary  visit  by  the  leader  to  the 
plant  necessary  or  expedient? 

Ans.  IIo , not  until  later  when  the  foremen  invito  the 
instructor  as  an  indication  of  their  interest. 
It  was  brought  out  that  a preliminary  visit  by 
the  instructor  {presumably  an  outside  man)  in 
company  with  a plant  official  'would  tend  to 
increase  suspicion  on  the  part  of  the  foremen 
to  bo  trained. 

Ques.  How  can  you  overcome  the  antipathy  of  a foreman 
who  resents  "being  trained"? 

Ans.  By  getting  av/ay  from  the  instructor  - pupil  re- 
lationship. A successful  conference  depends 
upon  good  leadership  with  this  in  view.  This 
same  antipathy  is  shown  in  the  case  of  an 
efficiency  man  v/ho  attempts  to  work  out  things 
in  two  weeks  time.  It  contributes  to  the  ex- 
planation of  his  failure  to  get  results. 

In  starting  a conference  it  was  brought  out 
that  the  leader  might  well  dispense  v;ith  such  formal- 
ities as  telling  v/ho  he  is,  where  he  is  from,  etc.  It 
is  better  to  start  off  by  citing  a case  like  the 
following*. 


In  a certain  plant  there  was  a foreman  v/ho 
had  a gang  of  negro  laborers.  Hof  was  a rough  customer 
and  would  curse  and  bellow  at  his  men.  Ho  had,  hov/over, 
one  virtue,  in  that  he  himself  had  once  been  a common 
laborer  and  knev/  what  a day’s  work  was,  consequently  he 
never  permitted  anyone  to  crowd  him  with  more  than  his 
men  could  do.  I’inally  he  left  this  plant  and  went  to 
another  plant  as  a gang  foreman.  Every  one  of  his  men 
follov/ed  him. 


4 


The  conferonce  leader  might  at  this  point  put 
forth  the  question  as  to  what  qualities  of  leadership 
this  foreman  showed.  If  the  group  docs  not  respond  to 
this  question  it  is  well  to  try  another  approach.  In 
fact  it  is  better  to  drift  into  the  question  instead  of 
asking  it  directly.  The  method  used  in  fishing  illustrates 
this  very  well. 

The  amount  of  good  a leader  can  do  depends  upon 
the  amount  of  confidence  he  inspires.  The  men  must  feel 
that  he  is  incapable  of  retailing  their  confidences  to 
the  management  in  a way  that  might  embarrass  them. 

It  is  well  to  get  away  from  a rigid  program  for 
the  conference.  An  analogy  may  be  drawn  as  followsi 

If  an  iron  plate  is  taken  into  the  foundry  and 
placed  upon  an  irregular  sand  mould  it  will  not  fit,  but 
will  settle  down,  crushing  the  higher  parts  of  the  sand. 

The  iron  plate  is  like  a rigid  foreman  training  program, 
it  is  more  productive  of  results  to  pour  molten  metal 
into  the  mold  and  preserve  the  original  character  of  its 
contour.  It  is  better  to  go  in  with  a general  objective 
that  admits  of  a flexible  treatment  and  then  proceed  to 
size  up  the  group  for  discussion  than  to  proceed  rigidly 
with,  let  us  say,  a six  hour  course,  or  a topic  such  as 
Records  and  Reports. 

A rigid  program  for  a conferonce  that  is  con- 
ceived before  hand  is  likely  to  be  at  fault  in  its  appli- 
cation for  a very  fundamental  reason.  Because  of  certain 
local  practices  it  might  be  found  profitable  to  spend 
three  days  onaa  subject  in  one  plant  and  only  five  minutes 
on  that  particular  subject  in  another  plant.  In  one  plant 
job  analysis  might  be  worth  but  five  minutes  while  in 
another  it  might  bo  worth  four  or  five  days. 

Before  the  close  of  the  morning  session  there 
wore  distributed  copies  of  The  Report  of  the  Llinneapolis 
Conference  (Llisc.  282),  and  mimeographed  notes  on  the 
training  of  prospective  foremen. 


Afternoon  Session 


The  afternoon  session  started  with  a black- 
board presentation  of  five  plans  for  organization  as 
shown  in  the  following  charts; 


5 


Plan  A 


Sducational  Director 


Department  Head 

D.H 

d[h 

1 

D, 

Foreman 

' 1 1 

p p p 

Application  by  Department  Head 
IvIaintenancQ  by  Department  Haad 


Plan  B 


Educational  Director 


Po reman 


P P 


P 


P 


1 


. V t / ^ 


Application 

and 

Maintenance 


by  Supt. 


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6 


Plan  C 


Educational  Director 


' '’WunB' 


Application  by 
Ed.  Director 

Llaintcnance  by 
Superintendent 


Plan  D. 


Educational  Director 

i 


Foreman  on  the  job 


He  calls  conference  as  the  need  presents 
itself  but  he  conducts  no  series  or 
regular  program. 


Educational  Director  assumes  responsibility 
for  carrying  out  entire  program. 


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Plan  E 


Educational  Eirootor  or  Conferonce  Leader 


Porcraan's  Conference 


Eept.  Heads  Conforoncc 


V/ 

On  the  job 


\'/ 

Application  and  maintenance  by 
Eepartment  Heads.  Educational 
Eirector  in  advisory  capacity. 


After  a discussion  it  was  agreed  that  while 
plans  A,  3,  and  0 could  be  put  over  by  an  outside  man 
it  was  possible  for  an  inside  man  to  put  over  the  entire 
five*  Plan  E mot  v/ith  more  commondation  than  did  plans 
A*  B,  C,  and  E. 

Further  discussion  ensued  concerning  v;hethcr 
it  is  easier  ?/ithout  authority  to  get  the  foreman  or 
the  Eepartment  heads  to  come  across.  No  decision  was 
reached. 

y 

The  afternoon  session  ended  with  a discussion 
of  the  two  ways  of  breaking  into  the  game  of  conducting 
a conference.  The  various  methods  were  summed  up  under 
two  headings: 

1.  By  attending  conference  in  an  industrial 

plant  to  get  the  "Atmosphere.” 

2.  By  attending  intensive  courses  similar 

to  this  one  or  those  offered  at 
i.Iinncapolis  for  the  past  two  summers. 

In  response  to  a question  as  to  ivhat  our  three 
Teacher  Training  Institutions  were  to  do  in  this  con- 
nection, it  was  said  that  they  should  train  conference 
leaders,  educational  directors,  and  instructors. 


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- 9 


A sreat  deal  of  discussion  centered  aicirid  the 
subject  of  measuriJip'  statistically  the  result^3  of  foreman 
training:  conferences,  Since  intangible  results  in  moraio, 
etc.,  were  conceded  to  be  most  valuable,  few  of  the  men 

present  felt  th<at  the  results  could  be  reduced  to  actual 
figures.  Flowever,  all  agreed  that  in  general  results 
should  shovi/  in  better  co-operation. 

In  discussing  the  methods  used  by  different 
Educational  Directors  it  was  noted  in  the  case  of  one  man, 
w’ho  has  attained  considerable  success,  that  lie  always 
started  his  training  at  the  top  of  the  organization  and 
worhed  dovra  through  Department  heads  to  foremen.  His 
reason  waS  that  Department  heads  v/culd  otherv/ise  not 
appreciate  what  the  Educational  Director  was  trying  to  do. 

After  some  discussion  as  to  hc’w  many  present 
favored  some  one  plan  m.ost,  a vote  was  taken;  First,  among 
the  representatives  from  plants,  and  Second,  from  among  the 


school  and  University  men 

present.  The  result 

v;as 

as 

follows:  ! 

Plan 

No.  of  plant 

Ho. 

of  school 

i 

men  favoring 

men 

favoring 

ft. 

.ft. 

2 

2 

B 

1 

1 

C 

0 

0 

V 

0 

0 

E 

6 

8 

The  attitude  of  various  com.panies  where  foreraanship 
conferences  have  been  held  was  touched  upon.  Ur.  Cushman  re- 
lated how  in  the  Remy  Electric  Company  the  first,  or  demon- 
stration conference  w'as  welcomed,  but  stated  that  the  Company 
then  desired  to  carry  on  its  own  training  in  charge  of  ^ man 
selected  from  its  local  force.  Mr.  Cushman  expressed  himself 
as  being  better  pleased  with  the  results  of  this  conference  in 
all  respects  than  in  many  of  the  previous  ones  in  which  he  had 
worked. 


An  adaptation  of  plan  E was  shovm  at  this  time. 
Suggested  plan 
Educations,!  Director 

\l/ 

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‘F  cremeni 


‘Dl.ant  Executives! 


V 

Application 

Maintenance 


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V ^ r 


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■■■•■.  u:. 

\ ' ' '.V 


10 


Interest  developed  in  a somewhat  academic  discussion 
of  the  respensibili ty  of  the  public  in  financing  different 
kinds  of  plant  training?.  One  idea  seemed  to  be  that  if  a 
plant  wanted  men  trained  for  its  own  specific  jobs  it  should 
shoulder  the  cost  of  such  training.  It  Vv'as  conceded,  however, 
that  the  public  vi'as  justified  in  training  the  teacher  and  then 
turning  him  over  to  the  plant  to  maintain.  The  public  is 
financially  equipped  for  this  teacher  training  through  speci.al 
funds  allotted  to  certain  appointed  Teacher  Training  Institu- 
tions (in  this  State  the  three  Institutions  operating  under 
Smith-Hughes  and  State  funds  are:  University  of  Pittsburgh, 
University  of  Pennsylvania , and  The  Pennsylvania  State  College). 
Since  local  districts  frequently  do  not  themselves  have  special 
funds  for  training  teachers  it  is  probable  that  local  comm.uni- 
ties  might  well  turn  over  this  training  to  such  Institutions 
as  mientioned. 

Tv>ro  steps  to  be  determined  in  doing  a job: 

1.  Determine  what  you  are  going  to  do. 

2.  Determine  hov/  you  are  going  to  do  it. 

Mr.  Cushman  related  how  the  average  man  learns  his 
job,  by  St.-. ting  his  own  experience  in  being  dropped  into  new 
Situations  and  having  to  learn  to  adjust  himself  mathout  help 
from,  others.  Several  men  present  substantiated  this  in  their 
own  cases.  It  was  cited  as  the  usual  m.ethod  where  training 
has  not  been  definitely  provided  for,  through  conferences,  or 
some  organized  effort,  to  teach  a nev^'  man  his  job. 

The  question  vms  raised  from  the  school  group  as  to 
the  function  in  a foreman  training  program^  of  the  Teacher 
Training  Institutions,  the  public  schools,  the  industrial 
plant,  and  the  State  Departmient  of  Public  Instruction.  A full 
discussion  v/as  held  over  until  later. 

The  plant  group  likewise  shev/ed  a special  interest 
in  what  to  do  when  ^n  educa ticncil  prograni  has  arrived  at  the 
maintenance  stage.  This  seemed  to  be  a problem,  in  the  ginds 
of  the  plant  Educational  Directors  present.  W^'le  there  was 
considerable  discussion  on  this  point,  the  mattei  v/as  held 
over  for  fuller  discussion  at  a later  time. 

A difference  of  opinion  was  voiced  over  the  use  of 
the  ambition  factor  in  urging  foremiQn  to  take  training.  Every- 
one agreed  that  it  had  a place,  but  whereas  one  plant  man 

believed  in  boldly  holding  it  out  to  the  men,  several  others 
urged  caution  and  indirection  as  a safer  method  to  employ, 
emphasizing  rather,  job  pride  in  place  of  higher  position  i»r 
more  pay. 


11 


How  to  put  over  the  objectives  determined  upon 
with  the  executives'  group  was  the  problem  taken  up  at  this 
point.  The  list  was  placed  side  by  side  Vv'ith  a parallell 
list  of  methods  of  attainment. 


Final  Objective 

To  secure  intelligent  co-operation  betv/een  Depart- 
ment heads  and  the  Educational  Director  v|ith 
respect  to  the  teacher  training  program. 


Sub.  Objectives 


1.  To  acquaint  the  Depart- 
ment heads  vl  th  the  aims 
and  methods  of  the  v/ork 
with  the  program. 


Suggested  ways  of  putting 
over  objectives 

1.  Conference  with  plan^ 

exectives  (Peplicas 
of  foremen  training  con- 
ferences). Reports  of 
foremen's  conferences. 
Information  as  to  re- 
sults in  other  plants. 


2.  To  put  over  the  idea  that 
training  is  a business 

proposition  and  not  phil- 
anthropy. 


3.  To  bring  out  the  relative 
merits  of  different  plans 
for  training. 


2.  a. Analytical  discussion 

in  cases  (Specific 
cases  - generalization) 

b. Questions  for  discussion 
such  as: 

Benefits  to  men 
Benefits  to  Company 

3.  (Page  56-63  Minneapolis 

Report)  Information 
followed  by  discussion. 
(15  to  30  minutes  only) 
Time  allov^^ed  would  vary 
with  individual  cases. 


4.  To  bring  out  the  value  of 
a continuous  program. 


4.  Analytical  discussion  - 
cases . 


5.  To  get  Department  heads  to  5.  AnalyticcO.  discussion  - 
see  that  permanent  improve-  cases, 

ment  cannot  be  secured 
through  holding  a series  of 
foremen's  conf erence.s . 


6.  To  get  plant  management 

to  see  its  responsibil- 
ities with  regard  to 
the  edu.cational  program. 

7.  To  develop  ways  in  which 

Department  heads  and 
other  plant  executives 
can  carry  out  these  re- 
sponsibilities . 


6.  Analysis  of 
program. 


7.  Discussion  of 
program  as 
anrlyzed. 


'Ahen  the  seven  sub  objectives  have  been 
realized,  then  the  final  objective  will  have  been 
reached. 


The  group  lagged  somewhat  in  formulating  the 
right-hand  column  above.  It  was  brought  out  in  this 
connection  that  this  was  typical  of  a real  foreman 
training  conference,  and  that  had  this  been  such  a con- 
ference, it  v'ould  have  been  wise  to  drop  the  lagging 
subject  until  a m.ore  propitious  time,  and  immediately 
substitute  a new  topic. 

This  list  of  ways  of  putting  over  objectives 
was  taken  to  be  absolutely  fundamental,  in  order  to 
fortify  the  men  present  v;ith  selling  points  when  they 
came  to  discuss  the  seven  objectives  v/hich  have  been 
accepted  as  covering  the  case. 

Reference  w^as  m.ade  to  pages  73  to  79  in  the 
Minneapolis  Report  in  connection  with  measuring  quanti- 
tatively the  results  of  foremen  training  conferences, 
it  was  again  brought  out  that  it  is  a practical  im- 
possibility to  get  reliable  statistics  on  the  results 
of  foremanship  training  conferences.  One  man  present 
likened  this  situation  to  the  difficulty  in  determining 
statistically  the  efficacy  of  such  projects  as  national 
advertising  and  personnel  v;ork  in  general. 

A.  num.ber  of  men  felt,  hom^ever,  M^at  no  plant 
executive  would  be  impressed  by  any  educational  program 
that  did  not  shov'  up  as  being  valuable  in  dollars  and 
cents  after  a few  years. 


It  was  pointed  out  at  this  time  that  some 
firms  where  foremanship  training  has  been  undertaken 
seemed  to  experience  difficulty  in  getting  a suitable 
supply  of  topics  for  a continuation  of  foremen  con- 
ferences through  club  m'ork. 

Ques.  How  would  you  keep  going  if  you  were  asked  to  put 
on  a series  of  conferences?  Eov^  scon  v/ould  you 
run  out  of  meterial?  How  v/ould  you  proceed? 


- - 


Ans.  Bo  not  prolong  any  conference  longer  than  sixty  to 
seventy  iiours.  It  is  wise  at  the  conclusion  of 
this  time  to  give  t?ie  foremen  a rest  in  order  that 
they  may  make  applications  of  the  things  learned 
during  the  conference.  After  a time  it  v/ould  he 
well  to  get  them  together  to  discuss  their  prchlerns. 
They  would  no  doubt  be  interested  in  taking  tech- 
nical courses  from  time  to  time.  furthermore  a 
Foremen's  Club  could  carry  on  the  thread  of  inter- 
est which  ran  through ’the  conference  and  thus  keep 
it  alive.  (It  was  thought  to  be  very  much  worth 
while  to  keep  the  conference  idea  alive).  There 
seems  little  likelihood  of  ever  coming  to  a point 
in  a plant  educational  program  where  educational 
work  would  need  to  be  abandoned,  because  changes  in 
personnel  would  be  likely  to  demand  a continuous 
effort  on  the  part  of  an  Educational  Director.  It 
is  well  at  intervals  to  bring  in  an  inspirational 
speaker  on  a live  subiect.  Instructor  training 
courses  would  be  expected  to  follow  as  a part  of 
the  whole  program. 


The  accompanying  curve  may  be  taken  as  indicative 
of  what  is  likely  to  happen  to  the  growth  and  improvement 
in  a group  of  foremen  on  the  job.  This  curve  shev^'s  that 
considerable  improvement  may  be  expected  to  follow  a series 
of  conferences,  but  it  is  too  much  to  expect  that  such  an 
improvement  would  be  permanent  unless  some  means  vv'’ere  pro- 
vided for  maintaining  the  improved  situation  and  thus  avoid 
a slump  back  to  the  initial  situation.  The  job  of  the 
Educational  Director  is,  therefore,  to  put  over  his  per- 
manent program  in  such  a way  that  the  maintenance  line  will 
be  somewhere  near  the  top  of  the  peak  of  temporary  improve- 
ment follovvfing  the  initial  stages  of  the  work. 


It  WS.S  further  stated  that  too  much  of  an  attempt 
to  r.easure  results  of  conference  work  would  prob  bly  lead 
the  foremen  to  think  that  the  whole  idea  of  foreman  con- 
ferences was,  alter  all,  open  to  suspicicn. 


14  - 


V/odnesday,  October  18,  1923 


A list  of  eight  available  reports  on  foreman 
training  conferoncos  was  posted,  and  each  person  present 
was  given  copies  as  follows: 

1.  Champion  Fibre,  Canton,  IJ.  C. 

2.  Big  Stone  Gap,  Virginia. 

3.  U.  3.  Industrial  Alcohol. 

4.  Bverett  Pulp  and  Paper  Go.,  Bverett,  '.Vash. 

5.  Hutledge  limber  Go.,  Ooeur  d'.klene,  Idaho. 

6.  Portland  Oregon  (Pulp  and  Paper) 

7.  Romy  Slectrio  Company 

8.  Hew  York  Employing  printers. 

It  was  brought  out  that  school  men  should  be 
interested  in  this  conference  because  of  their  opportunity 
and  resi^onsibility  for  aiding  the  smaller  scattered  indus- 
tries, as  well  as  the  larger  highly  organized  ones  v^rhich 
can  afford  to  go  into  conference  v/ork  for  themselves  in 
their  ovm  extensive  plants.  There  is  also  a need  for 
getting  the  possibilities  of  special  service  before  in- 
dustrial groups. 

Industry  is  ripe  for  real  leadership  in  indus- 
trial education.  This  is  a throe  cornered  responsibility 
of  the  State,  the  city,  and  industry,  When  a public  scho:-l 
man  can  come  to  industry  with  a v;oll  formulated  plan  of 
feasible  co-oporatijn  and  instruction  ho  v/ill  be  welcomed 
at  the  front  door  instead  of  being  merely  tolerated  at  the 
back  door.  It  is  up  to  the  school  man  to  educate  plant  men 
in  regard  to  the  possibilities  for  training. 

Industry  needs  training  as  a stablizing  influence 
This  is  a benefit  to  the  community  and  can  be  brought  ao'ut 
through  proper  leadership.  IndustiY^  wants  such  leadership 
and  will  co-operate  v;ith  the  school  man  if  he  has  the  go^ds 

I.Ir.  Cushman  believes  that  the  x^odoral  Board  for 
Vocational  Education  has  an  important  fui  ction  in  spreading 
the  gospel  of  vocational  education,  and  by  developing  its 
research  facilities  with  the  idea  of  furnishing  service  and 
stimulus  to  the  States. 

The  procedure  at  this  point  chaged  into  a demon- 
stration of  a real  foreman  oonxcrcncc. 


15 


Case  Presented 


?o roman  a Per cm an  B 

i.Ifg.  Dept.  Repair  Dept, 


Situation;  Jobs  irl  and  both  need  repair  men  at  the 
same  time.  Poreman  A finds  that  foreman 
B has  assigned  two  mon  to  job  #1,  and  has 
apparently  not  provided  any  immediate  ser- 
vice for  job  #2.  Poreman  A is  dissatisfied 
and  v;ants  action  on  job  fZ,  He  tells  one 
man  to  leave  job  pi  and  begin  in  job  p2, 
which  creates  a situation. 


How  might  trouble  have  been  avoided 


Kind  or  measure 
I.Ie thods  of  co-operation 

involved 

1.  Po reman  A might  have  1.  H 
asked  B for  infor- 
mation, 


2.  B^s  men  might  have  2.  V 
refused  to  take 
orders  from  A. 


3,  B might  have  in-  3.  H 

formed  A 


vote  as  to 
Preferance 


1,  12 

2.  0 

3.  0 


4.  Pororaan  A register  4.  V 

kick  with  Supt. 

5.  Po reman  A hands  off  5.  H 

of  B’ s men. 


4.  0 


5.  (Combine  ^ 
v/ith  one/ 


6.  Standard  procedure  6. 


6.  2 


It  was  pointed  out  that  this  vote  did  not  resemble 
a vote  on  the  same  subject  among  plant  executives.  Usually 
the  latter  vote  first  for  p4.  'but  can  be  made  to  see  that  pi 
is  preferable. 


I 


16 


i^ti0ro sting  discussion  on  co-oporution  v/ois  par- 
ticipated in  freely  by  the  raen  present.  It  was  pointed  out 
that  in  a conference,  each  man  is  entitled  to  his  own  oplninu. 

Plants  need  foremen  because  it  is  necessary  to  have 
a minor  executive  on  the  job  who  can  use  his  head  and  make 
decisions  for  a group  of  workmen. 

An  interesting  interchange  of  opinion  followed  the 
question  of  having  specified  v/orking  rules.  It  v/as  felt  that 
rules  should  be  reduced  to  a minimum.  Absurd  situations  often 
result  from  too  much  red  tape  following  an  excess  of  rules. 

Q • Should  one  foreman  give  orders  to  another  foreman’s 
men? 

-Ans . Ho,  except  in  emergencies . or  to_  prevent  v/aste.  It 

is  an  unv/rT^ten  law’ in'Trjdustry  that ” interference 
is  taboo. 

There  is  no  learning  v/ithout  activity.  As  an 
example:  if  men  sit  in  a conference  inert  and  with  no  show 

of  participating , there  is  likely  to  be  very  little  growth 
on  their  part.  As  a general  policy,  questions  brought  up 
for  discussion  should  not  be  voted  on.  If,  hov/ever,  a wrong 
notion  seems  to  prevail  it  is  well  to  keep  plying  cases  in 
order  to  readjust  the  thinking  of  the  group.  The  conference 
has  its  main  usefulness  in  getting  foremen  to  think.  It  was 
pointed  out  that  if  one  man  in  the  group  should  start  to 
monopolize  the  floor  that  the  other  men  present  would  take  '• 
care  of  him  in  their  ov/n  peculiar  way  by  saying  ”Av/I  sit  down, 
give  someone  else  a chance." 

The  question  was  then  raised  as  to  how  you  v/ould 
handle  a case  where  a wrong  decision  had  been  voted  for . 

V/ould  it  be  best  to  bring  the  matter  up  later  in  a different 
v;ay?  The  opinion  of  the  raen  present  seemed  to  be  that  it 
would  be  well  to  do  so,  but  that  only  cases  that  had  been  well 
thought  out  should  be  used  as  an  illustration. 

Hr,  Cushman  at  this  point  told  about  the  mental 
strain  under  ’vhich  a conference  leader  works,  even  if  he 
appears  to  be  sitting  by  and  not  doing  very  much.  It  is 
not  easy,  he  maintained,  to  hold  Dack  and  let  a group  of  raen 
bang  around  on  an  elementary  question.  However,  it  is^ 
necessary  to  do  so  in  order  to  give  the  men  time  to  think  their 
O'vn  way  through  to  a sound  conclusion. 

There  ai'e  only  two  kinds  of  conference  methods 
that  have  been  developed  thus  far. 

1.  - Case  method  ^ 

2.  - Question  method 

Analysis  usually  accompanies  both  methods 


-17- 


One  difficulty  with  the  question  method,  is  that 
foremen  are  usually  very  concrete  minded,  and  do  not  respond 
to  such  an  abstraction  as,  "v/hat  is  co-operation?”. 

In  order  to  illustrate  the  difficulty  of  getting 
a good  responoe  from  the  question  method,  Ilr,  Cushman  asked 
several  members  of  the  group,  ”How  does  bav/ling  out  a man 
increase  his  interest?"  The  response  to  this  question  vjas 
not  good.  It  seemed  to  show  how  the  case  raethhd  might  have 
been  better  used  than  a question  to  bring  out  the  desirable 
point  involved.  In  the  case  method  a group  of  cases  is 
either  cited  or  drawn  out  of  the  conference.  Hach  case  or 
group  of  cases  is  expected  to  illustrate  the  various  points 
to  be  put  over. 

The  neEt  topic  considered  by  the  group  was  a switch 
back  to  co-operation.  The  mimeographed  Supplement  to  303-A 
was  distributed,  and  a few  cases  discussed  as  noted  there. 

#2  proved  to  be  of  lettle  interest.  It  was  con- 
sequently dropped  after  the  approved  fashion. 

IJext  case  #3  was  discussed.  This  brought  on  a 
discussion  of  how  to  handle  cases  of  "cussedness". 

Discussions  on  co-operation  were  said  to  be 
freer  where  the  group  is  entirely  made  up  from  within  one 
plant, 

Ques , How  do  you  broach  the  subject  of  co-operation 
for  discussion? 

Ans , The  men  usually  bring  up  the  subject  by  citing  a 

.case,  and  asking  if  the  leader  thinks  that  so 
and  so  did  right. 

In  discussing  #5  it  was  noted  that  the  leader 
should  never  express  an  opinion  on  such  a topic.  In  using 
Supplement  305-A  it  might  be  noted  that  the  cases  and 
questions  involved  do  not  require  an  unanimity  of  opinion. 
They  are  used  only  to  provoke  discussion, 

The  follov;ing  figure  shows  how  the  leader 
progresses  in  the  conference; 


Outside 

'■  - Gases  from 

men 

Cases 

A 

\ 

- V# 


V 


■$ 


I 


T 


! 


\ 


I 


A case  cited  by  the  leader  is  supposed  to  bring  out 
cases  from  the  group,  and  the  conference  is  a succes  only  to 
the  extent  to  which  this  is  brought  about. 

’Vhen  case  ^9  was  discussed  many  others  were  cited 
by  the  men  present.  This  was  a good  illustration  of  hov/ 
the  case  presented  by  the  leader  can  bring  results. 

. Is  there  a change  in  the  type  of  foremen  from  the 
old  man  who  said,  "I  am  boss"? 

Ans . All  of  the  plant  men  present  answered,  yes,  a decided 
change , 

s ♦ If  you  find  a man’s  weakness  should  you  try  to  bring 
up  a case  to  fit  his  condition? 

Ans , Hr.  Cushman  said  that  he  did  not  want  to  know  the 
raen*s  weaknesses. 

(Sv/itched  to  interest  factor) 

0,ues , ;Vhy  do  men  loaf? 

Ans . Not  always  because  of  laziness,  but  rather  from 

lack  of  incentive. 


An  illustration  was  tuen  given  from  the  pottery 
industry  in  \vhich  a great  saving  was  effected  by  allowing 
the  men  to  profit  financially  by  refraining  from  carelessly 
breaking  saggers ► Another  instance  of  how  to  correct  the 
slacker  element  in  a gang  was  related.  In  this  )ase  a 
slacker  would  be  temporarily  assigned  to  a very  difficult 
job  so  that  he  would  soon  be  only  too  glad  to  return  to  his 
regular  work  and  hold  up  his  end* 

The  question  arose  at  this  point  as  to  whether  it 
is  legitimate  to  switch  topics  in  a conference.  It  was 
thought  to  be  all  right  so  long  as  the  discussion  kept  within 
the  objectiv<Ss  as  set  up. 

One  of  the  men  at  this  point  presented  an  instance 
of  hov/  red  tape  had  been  cut  in  the  matter  of  repairing 
machines  in  the  apprentice  section  of  his  plant.  It  involved 
going  against  orders,  but  was  thought  to  be  justifiable  be- 
cause of  the  results  obtained.  It  was  then  pointed  out 
that  rules  should  be  flexible,  and  that  there  should  be  no 
regulations  which  could  not  be  broken  on  occasion.  It  was 
considered  bad  practice  for  a plant  to  have  too  many  detailed 
rules,  because  many  of  them  are  then  likely  to  be  broken, 
with  a consequent  tendency  to  inspire  contempt  for  all  rules. 
The  stronger  executive  gets  along  with  very  few  rules. 


) 


19 


The  foreman,  as  a minor  executive  in  in- 
dustry, is  responsible  for  maintaining  and  securing 
observance  of  plant  policies.  These  company  poli- 
cies represent  the  "lav;"  for  that:  company.  l!?  it  is 
generally  true  that  the  best  government  is  that  which 
makes  the  least  display  of  authority  it,  is  likewise 
true  that  the  best  foreman  ’rs’  rio  : "necessarily  the  one 
who  makes  the  most  noise,  or  the  greacest  display  of 
authority.  Too  many  minor  rules  and  regulations  are 
usually  indicatix’e  of  poor  control  and  little  real 
leadership.  This  principle  holds  true  in  the  educa- 
tional field  as  v/ell  as  in  industry, 

Discussion  of  #31  showed  that  the  group 
believed  a great  deal  of  co-operation  existed  in 
this  case.  It  was  pointed  out  that  horizontal  co- 
operation is  a good  thing  at  ti..ies,  even  if  it 
violates  rules.  This  subject  might  be  discussed 
with  propriety  by  conferences  of  foremen  but  the 
leader  must  avoid  making  decisions, 

The  discussion  at  this  point  centered 
around  the  statement  that  the  customer  is  the  real 
boss,  and  that  every  effovr,  must  be  made  to  deliver 
goods  on  time  and  keep  the  customer  satisfied.  Many 
cases  were  cited  in  support  of  this  idea.  Do  fore- 
man should  disregard  plant  policies,  however. 

It  was  then  related  how  executives  at 
times  disregard  rules  of  their  own  making,  A watch- 
man ordered  a member  of  the  firm  out  of  the  warehouse, 
etc . 


All  ticklish  questions  involving  implied 
criticism  of  management  should  be  handled  vrith  caution, 
and  the  leader  should  seldom  give  an  opinion, 

Ques , Is  the  question  of  wages  ever  brought  up? 

Ans . Yes,  but  it  is  the  part  of  wisdom  for  the 

leader  to  steer  around  it. 

At  this  point  the  mimeographed  pamphlet, 
Miscellaneous  305-A,  was  distributed.  It  contained 
points  for  discussion  on  co-opera oion. 

It  is  the  wrong  method  to  ever  say,  "Give 
the  correct  answer  to  #1."  In  the  first  place  there 
may  be  no  corraet  answer,  and  in  any  event  you  will 
not  get  a satisfactory  reaction.  After  ali , the 
attitude  of  mind  brought  about  is  more  desirable  than 
mere  answers  to  questions. 


20 


Mr,  Guslunan  explair^ed  at  this  poittt  that  he  v/as  usirg 
the  informatiorjal  treatment  with  this  group,  largely  hecause  of 
the  type  o f the  group  and  the  shortness  of  the  time. 

Ques,  What  do  you,  as  leader,  call  the  men?  How  do  you  address 
them? 

Ans.  It  all  depends  ujoon  wha,t  goes  "best  with  them.  A leader 
should  try  to  ado-pt  himself  to  usage  in  the  plant. 

Qucs.  Does  familiarity  in  the  way  of  names  break  down  desirable 
reserve  on  the  part  of  the  leader? 

Ans . Not  necessarily,  it  all  depends  upon  the  personal  qualitie 
of  the  leader. 


Any  one  can  take  a textbook  and  conduct  a class,  but  a 
conference  is  quite  different. 


Thursday,  October  19,  1922. 


The  following  figure  is  taken  from  the  report  o^  the 
Summer  Conference  of  State  Supervisors,  State  Teacher  Trainers, 
and  Representatives  from  Industry,  held  at  Minneapolis  July  18th 
to  August  13th,  1921; 


Block  I 

Conducting  Con- 
ferenc  es 


Determining  a Selling  Foreman  Evaluating  results 

suitable  course  Training  of  foreman  training 

for  a given  plant. 


. , ' > “'t 


^'1, 


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21 


It  v;as  mentioned  JDr.  Struck  that  in  the  report  of  the 
Virginia  Poly  'i'lech  conference,  emphasis  vjas  placed  upon  the  subject 
of  carelessness.  On  the  other  hand,  job  analysis  was  given  major 
consideration  in  the  Minneapolis  report.  The  supposed  reason  tor 
this  difference  in  emphasis  v^/as  that  the  reports  covered  tvi/o 
difterent  meetings,  and  represented  the  needs  of  tv\/o  different 
groups. 


While  the  Minneapolis  report  laid  out  a rather  definite 
course  fo  r conf erenc e leaders,  it  was  stated  that  it  would  not  be 
feasible  to  lay  out  a hard  and  fast  couise  for  foremen  in  a similar 
manner,  since  it  would  be  likely  to  defeat  the  very  purpose  of  the 
conf erenc  e. 

^UB^.  Are  vi/e  to  understand  that  it  is  undesirable  to  organize 
a definite  course  for  a given  group  of  foremen? 

Ans . Hot  at  first  for  conference  purposes.  The  definite  courses 
V'ould  come  at  a later  stage.  A well  defined  course  does 
no  t help  the  experienced  leader,  provided  he  keeps  his 
objectives  clearly  in  mind.  It  might  more-over  involve 
a Waste  of  time,  since  it  is  unlikely  that  any  such  couise 
would  ever  be  adhered  to. 

One  of  the  participants  at  this  point  said  that  he  be- 
lieved a foreman  training  course  should  be  v^ell  organized  but 
flexible,  for  after  all  any  topic  was  merely  a vehicle  for  obtaining 
desirable  by-products.  It  was  observed-by  another,  however,  that 
you  should  be  ready  and  willing  to  junk  your  program  if  circumstances 
seemed  to  warrant. 

Ques.  (To  Mr.  Milner)  Did  you  pick  your  best  foremen  for  your 
conference  or  did  you  purposely  mix  in  a few  who  needed 
help? 


Ans . We  mixed  in  three  in  the  first  conference,  and  four  in 
thB  second  conference  who  needed  help. 


I 


4 


& 


I -'tf 


f V 


22 


4 

In  starting;  a conference  the  hlg  ohjectjive  for  the  first 
meeting  is  to  get  the  ccnfidence  of  the  men,  anid  get  them  to  see 
that  this  is  a man  to  nun  propositi  cn  with  free  inter^;h;.;nge  of 
t bought . It  is  always  well  to  let  the  men  get  things  off  their 
chost , hut  it  is  the  part  of  v/isdom  to  steer  them  aWay  from  any 
subject  when  it  begins  to  partake  of  the  nature  of  unprofitable 
discussion.  Such  an  initial  conference  might  have,  as  its  general 
theme,  such  a subject  as  "Carelessness,”  or  "The  giving  of  orders." 

ilKam':’  le  s 

Que s . Should  the  foreman  always  indicate  who  is  to  do  the  job'll 

An s . Yes.  The  discussion  brought  out  the  fact  also  that  he 

should  acid  what  the  joh  is,  when  it  is  to  be  wanted,  and 
vifhere  it  is  to  be  done. 

a careless  fellow  handling  some  fragile  article 
that  you  v/ere  afraid  he  might  break  would  you  call  out 
"Heyl  don’t  drop  that." 

Ans . ITo.  (The  discussion  would  then  bring  out  the  reason  why) 

The  discussion  then  centered  about  vi/hether  it  constitutes 
a complete  order  to  say  to  a man  "Get  me  out  three  pieces  of  2" 
shafting,  6’  long,  with  the  ends  nicely  squared  off."  After 

considerable  discussion  Mr.  Cushman  likened  the  meeting  to  a 
typical  foreman  meeting. 

If  the  subject  of  carelessness  should  be  ekesen  it  would 
be  possible  to  list  out  examples  under  two  headings,  permanent  and 
temporary. 


If  the  subject  of  leadership  should  be  chosen  an  excjnple 
might  be  alluded  to  similar  to  the  following: 

If  a foreman  vmnted  to  get  a pipe  laid  in  a wet,  muddy 
ditch  would  he  get  better  results  cut  o f his  men  by  denning  riibber 
boots  and  starting  aheaci,  saving  to  the  men  "come  on  bevs  let’s 
get  in  the  pipe",  or  would  he  secure  better  results  by  standing  on 
the,  bank  and  directing  the  operation? 

An  instance  was  related  by  on©  of  the  men  in  which 
production  in  rolling  copper  bars  had  been  increased  by  giving  the 
men  a certain  "stunt"  that  should  constitute  the  work  for  one 
shiit.  The  amount  was  increased  from  time  to  time  until  a very 
satisfactory  amount  of  work  was  turned  out  by  the  shiit.  By  co- 
operating among  themselves  and  making  every  little  item  count  it 
Vi/as  found  that  the  men  shortened  thei  r working  day  considerably, 
and  then  had  the  rest  of  the  time  for  their  own  purposes. 

'Quo s ♦ Bid  the  men  resent  the  fact  that  you  were  getting  more 

work  out  of  them? 

Ans , 


It  was  thought  no  t. 


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Cij«’  t '*<>  v'l  W ‘ 


^This  question  called  for  an  interoliange  of  opinion  "between 
the  plant  representatives  present. 

After  a time  the  discussion  seemed  to  drav>/  away  from  the 
subject  under  consideration,  and  Mr,  Cushman  illustrated  how  the 
leader  migM  , in  such  cases,  switch  back  to  the  main  topic. 

Ques,  How  Can  you  draw  out  the  reluctant  man  in  a conference  who 
is  slow  of  speech,  but  v>;ho  has  a wealth  of  content  to 
contribute? 

Ans . The  leader  should  study  this  situation  and  draw  the  man  in 
as  best  he  can.  If  the  leader  is  an  inside  man  he  might 
quietly,  outside  of  the  meeting,  give  the  men  a tip  to 
help  keep  the  confereince  going,  or  in  the  meeting  he  might 
address  the  person,  by  saying,  ’’Say  Bill/  you  know  some- 
thing about  this,  how  about  it."  It  is  necessary  to 
observe  the  psychological  time  and  to  avoid  embarrassing 
the  ma.n  by  asking  questions  that  he  may  not  be  able  to 
answer.  Sometimes  it  is  necessary  tc  size  the  man  up 
V "because  no  two  human  beings  are  alike.  Mr,  Dennis  made 
the  point  that  it  was  probably  unwise  to  attempt  to  get 
the  Sarnie  amount  of  participation  out  of  all  of  the  men 
present,  as  this  would  be  nothing  more  or  less  than  an 
attempt  to  over-come  individual  differences  and  Vt/ould  be 
cons  equen  tly  unpro  fi tabl e , 

Uuos . Do  the  men  ever  call  the  loader  by  his  first  name? 

Ans . Mr.  Cushrnan  answered  that  never  in  his  experience  have  the 

men  in  the  conference  dropped  the  formality  of  saying 
Mr.  Cushman . 


The  folio vdng  chart  may 
the  amount  of  participation  by 
ference.  It  is  an  interesting 
\ nether  or  not  some  one  or  tv>./o 


be  used  effectively  in  checking  up 
the  different  persons  in  the  con- 
and  rather  effective  way  of  testing 
persons  are  monopolizing  the  floor. 


Overhead  Question 


Questions 


In  introducing  the  idea  that  some  very  definite  oh- 
jectives  should  be  kept  in  mind,  it  was  said  that  no  one  would 
buy  a ticket  without  a destination  in  view.  The  following  outline 
Was  given  at  this  point: 

I .  Organization  of  Foreman  Training  Work. 

1.  Size  of  group. 

2.  Makeup  of  group. 

3.  Time  and  place  - Advantages  and  disadvantages. 

I I .  Methods  of  Conducting  Work . 

1.  Case  method. 

2.  Question  method. 

3.  Analysis  and  its  relation  to  the  work 

under  each  method , 

III.  Qualifications  of  instructer  or  leader. 

In  conducting  a foreman  training  conference  the  leader 
should,  above  all,  make  a strong  start  and  finish.  A story  was 
told  to  illustrate  this.  A band  leader  said  that  he  alv'ays 
planned  to  start  the  piece  in  good  shape  and  end  up  impressively, 
and  that  if  this  were  done  it  didn’t  make  sc  much  difference  how 
the  middle  went.  It  v>Jas  pointed  out  that  while  a conference  may 
seem  rather  disorganized  at  times,  there  is  behind  it  a well 
organized  and  thought  out  plan  of  objectives.  A green  conference 


.T 


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loader  vill  lean  mere  'heavily  upSiti  an*  organ!  plan  than  v'ill  the 
man  with  more  expeiienee,  bnt  in  any  case  it  was  coinceded  that  the 
leader  shcnld  make  a plan  for  the  good  it  would  do  him,  even  if  he 
disregarded  it  in  actual  practice. 

IJr,  Cushman  asked  Dr.  Struck  concerning  the  plan  that  he 
had  tcllowed  in  the  conference  at  the  Collins  plant.  In  ansv/er 
Dr.  Struck  said  that  he  first  listed  out  the  things  to  he  covered, 
then  he  tried  to  stick  to  the  topics,  even  to  the  extent  of  having 
notes,  to  which  he  did  net  hesitate  to  lefer  from  time  to  time. 

The  four  steps  in  teaching  were  listed  out  at  this  point. 

1,  Preparation. 

2.  Presentation. 

3.  Application. 

4,  Testing. 

During  the  two  iveeks  foreman  training  conference  in  a 
plant  (1)  preparation,  and  (2)  presentation  vail  he  taken  care  of. 
After  the  intensive  conference  is  over  and  tho  mainten^ce  stage 
has  been  reached  then  (3)  application  and  (4)  testing  will  he 
carried  out. 

The  question  of  the  responsibility  of  the  State  Department 
of  Public  Instruction  for  holding  conferences  with  conference 
leaders  was  brought  up.  The  opinion  seemed  to  be  that  there  were 
several  factors  to  be  taken  into  account.  In  the  first  place  there 
are  two  diametrically  opposed  types  of  plant  executives,  the  one 
who  wishes  to  train  his  own  men,  and  the  other  who  desires  outside 
help.  The  large  plant  is  in  better  shape  to  handle  its  own  foreman 
training  program  than  is  the  small  plant.  In  the  latter  case  some 
interested  public  agency,  such  as  the  public  schools  with  the  aid 
of  the  State  Department,  v/ill  need  to  perform  the  educational  servic® 
which  these  small  plants,  because  of  their  size,  cannot  hope  to 
maintain. 


Several  different  kinds 
listed  as  fo Ilou s : 

Plan  1 

Mixed  Plant  Group 

Leisure  time 

3-5  houis  per  week. 

Self  selected  group 
Voluntary  attendance. 


of  groups  were  discussed  and 


Plan  2 

Uni t Plant  Group 

50-50  men’s  time 
Company’s  time. 

All  on  men 's  time 
One  meeting  a week  (2  hrs.) 
Some  pressure  to  seeur© 
attend  anc  e. 


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- 26 


Plan  5 

Uni t Plant  Group 

Company  time 
2 to  50  hours  per  week. 
30  to  2 weeks 
Selected  "by  Company. 


Plan  4 

Unit  Plamt  Croup 

Company  time  1 hour  a week 
for  one  year. 

Attendance  expected  hy 
Gompany . 


In  response  to  a question  as  to  where  the  intensive  plan 
of  foremanship  training  originated,  Mr-  Cushman  related  the 
following: 


The  State  .Director  of  Vocational  Education  wanted  to  help 
the  oil  industry  'because  it  was  so  prominent,  and  because  appaiently 
nothing  had  been  done  for  it  in  the  V7ay  of  industrial  education  in 
tile  vi/hole  State.  This  State  Director  asked  Mr.  Cushman  to  meet  a 
group  of  persons  who  showed  an  interest  in  the  subject.  This 
opportunity  came  at  a dinner  given  by  the  local  superintendent  of 
schools.  V/hen  Mr.  Cushman  placed  the  idea  before  them  in  a twenty 
minute  talk  the  only  person  present  who  shewed  any  great  amount ’of 
interest  was  a prominent  oil  man.  He  readily  accepted  the  idea, 
and  offered  his  plant  fo r a demonstration  course.  It  is  probable 
that  the  intensive  plan  is  better  in  some  respects  than  the  plan  of 
giving  one  or  two  hours  a week  over  a longer  period  of  time.  In 
weekly  meetings  the  intervening  time  is  likely  to  prove  an  ineffi- 
ciency factor. 

It  was  pointed  out  that  there  have  been  a number  of 
foreman  training  conferences  throughout  the  country,  and  that  they 
have  been  rather  uniformly  successful.  In  any  plan  of  this  nature 
there  is  likely  to  be,  sooner  or  later,  one  which  cannot  be  con- 
sidered an  entire  success.  Cne  of  the  men  present  observed  that 
there  wore  three  elements  in  a successful  plan.  Part  of  the  work 
can  be  done  by  talking,  and  part  by  writing,  but  co-5peration 
cannot  be  secured  by  things  you  put  on  paper.  It  is  well  to  put 
over  some  things  on  paper  that  you  do  not  discuss,  then  you  can  go 
into  the  conference. 

One  of  the  prominent  men  from  industry  present  made  a 
strong  assertion,  that  industry  rniiist  soon  actively  train  apprentices. 

Oues . If  industry  is  to  select  men  to  send  to  a Teacher  Training 
Institution,  who  v^fill  it  send? 

Ans » This  question  was  answered  by  three  of  the  industria-1  men 
as  fc*^llows;  The  first  said  he  would  send  his  Assistant 
Supervisor  of  Apprentices;  the  second  said  he  would  send 
a Chemical  Engineer;  and  the  third  would  send  a Grenoral 
Foreman  who  is  a technical  school  graduate. 


27 


In  each  case  they  were  piched  because  of  out- 
standing personal  qualities.  They  would  be  expected  to 
gain  the  ability  to  do  a first  class  job  v/ith  a foreraan 
conference.  They  would  be  valuable  because  of  their  in- 
dustrial perspective.  Another  type  of  man  might  know  a 
great  deal  about  it  but  not  be  able  to  put  it  over.  You 
can  fill  a man  up  with  information,  but  it  won’t  help 
him  to  do  anything. 

Huch  interest  centered  around  the  question  of  how 
you  can  judge  the  good  done  in  a foreraan  training  conference, 
whether  it  has  accomplished  anything  of  value  to  the  plant, 
and  how  the  plant  executives  are  to  know  whether  any  results 
have  been  obtained.  In  the  accompanying  chart  the  curves 
labelled  labor  turnover,  costs,  scrap,  and  production  v;ill 
shov/  the  expected  tendency  as  a result  of  a training  program. 
:;r.  Barritt,  of  the  //estinghouse  Company,  submitted  this  chare 
as  an  example  of  the  sort  of  proof  that  would  impress  manage- 
ment , 

Suggested  Curve  of  Results  that  Right  be  Expected  After  Ray 
(The  point  at  v'hich  the  training  began) 


!>< 


I 


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vi 

i I 

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A ' ' 


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20 


Que3 . (To  i;r.  Ililnor)  'Jould  you  bo  vfilling  to  say  o,t  the 

end  of  the  year,  r;it]iout  px'oof  , that  the  coiiierence 
in  youx'  plant  had,  or  had  not  boon  a Guccoca? 

Ans , Yes,  decidedly  in  the  mattor  of  co-operation, 

Tv/o  other  persons  hald  that  it  shov^ed  in  less 
accidents  and  better  service. 

Quo s . ilo'7  can  it  be  sho  '/n  that  this  is  due  to  foreman 
training? 

Ans . ( hy  hr.  Cushman)  I would  not  try  to  sho'-'  by 

measurement.  You  can  see  the  results. 

A continuous  program  xvas  defined  as  demanding  some 
means  of  sustaining  the  interest  which  has  been  aroused 
during  the  intensive  foreman  training  conference.  The  pos- 
sibilities of  a number  of  consecutive  intensive  programs  are 
not  very  great.  I'r.  Ash  spoke  of  the  Philadelphia  idea,  in- 
volving social  entertainiiient  among  the  foremen.  He  felt  that 
while  on  the  surface  there  were  no  tangible  results  in  terms 
of  the  job,  that  after  all  there  was  an  Uiider-current  that 
reflected  better  co-onoration  in  the  plants  I'/hore  the  foremen 
vjere  located. 


A very  inportant  turn  in  the  conference  took  place 
at  this  point.  Dr.  Hurrell  said  that  ho  considered  it  very 
vague  to  say  "judged  by  results."  Cince  results  are  neces- 
sary as  a selling  argument  it  v/as , by  common  consent,  agreed 
to  list  out  such  results  as  mi>ght  be  reasonably  expected. 
These  v/ere  listed  as  immediate  results  and  later  results, 
and  were  checked  as  to  whether  they  ’7ere  of  a tangible  or  in- 
tangible nature.  This  is  the  first  time  within  the  ]:no\7ledge 
of  any  of  tho  persons  present  that  such  a list  was  ever  pre- 
pared. 

Actual  or  Expected  Hesults 

■ ■■  ■ !■  ■ ■ I I-  - ^ I I I j — 

Inmiediate  Hesults,  such  as  Latjer  Results,  such  as 


T Saving  in  waste 

(material  and  labor) 

I Co-operation 
I Better  appreciation  of  job 
I Better  ^morale 
I I.Iore  interest  in  the  job 
I Increased  satisfaction 
I Better  appreciation  of 
responsibilities  (Stock- 
care  of  equipment -hand- 
ling men  , e tc  . ) 

I Increased  job  pride 


' " ■ ' ■ 

T Reduction  of  turnover 
T Rrbwer  accidents 
I D'esire  for  further  ini- 
s' provement 

I ^Better  use  of  leisure  time 
I ‘^Improved  procedure  on  tho 
f job  in  discharging  re- 
sponsibilities. 

T Impro\^ed  quality  of  product 
T Increased  production 
I Increased  loyalty  to  Co rap an 
I Better  handling  of  the  gree . 
^■'orker 

Decreased  costs  ( includes 
several  others.) 


T 


29 


Actual  03  r Ex  pec ted  Resultc  (Con,) 


Immediate  Results  such  as  Later  Results,  such  as 


T Rev/er  errors  in  issuing  T Deterioration  of  equipment 

and  carrying  out  orders  I Better  v;orking  conditions 

T I,[ore  correct  reports  1 Better  training  on  job 

T - Tangible 
I - Intangible 


Friday,  October  20,  1922. 

The  meeting  started  with  a discussion  of  the  Foremen’s 
Club  held  in  connection  with  the  Philadelphia  Industrial  Asso- 
ciation. This  Club  meets  once  a month,  in  the  evening,  and  is 
consequently  in  the  nature  of  what  has  been  discussed  as  a 
"follow-up  or  maintenance  program."  It  does  not  take  the  place 
of  the  intensive  foremanship  conference  in  plants.  lir.  Ash  has 
been  prominent  in  this  Association,  and  gave  the  group  here  as- 
sembled some  interesting  information  concerning  the  inception  of 
the  plan  and  its  subsequent  history. 

A number  of  plant  executives  have  reacted  differently 
to  the  idea  of  educating  foremen  or  other  employees.  Some  dis- 
cussion at  this  point  centered  around  the  follov/ing  instance: 

A certain  plant  executive  wished  to  help  production 
in  his  plant  and  he  conceived  the  idea  of  attacking  the  problem 
through  education.  In  his  own  peculiar  way  he  secured  the 
services  of  an  English  teacher  from  the  local  high  school  to 
lecture  on  Shakespeare. 

There  was  considerable  difference  of  opinion  among  the 
men  present  as  to  whether  this  man  would  be  likely  to  get  results, 
or  whether  he  merely  had  the  kernel  of  a good  idea  which  v»;as 
being  carried  out  along  the  wrong  lines.  It  was  thought  probable 
that  any  scheme  should  be  judged  by  what  it  is  expected  to  accom- 
plish. 


It  was  pointed  out  that  "gutter  talk"  in  a foremen’s 
conference  'las  not  fu idamentally  necessary.  This  brought  out 
an  interesting  discussion,  because  it  is  a well  knov/n  fact  that 
language  more  forceful  than  elegant  is  quite  usual  in  foreman 
conferences,  and  from  the  standpoint  of  foreman  teacher  training 
has  been  considered  as  "one  of  the  tricks  in  the  bag".  The 
basic  idea  involved  has,  of  course,  been  to  place  every  man  at 
ease.  However  it  was  thought  that  the  conference  leader  does  not 


30 


necessarily  need  to  descend  to  meet  foremen,  ^he  average  foreman 
is  just  as  smart,  and  has  just  as  great  potentialities  as  the 
leader  hut,  i^erhaps,  has  not  had  the  same  advantage  in  education. 

There  is  a need  for  a new  type  of  fororaanship,  and  the 
conference  idea  is  expected  to  promote  the  securing  of  a hotter 
type.  The  old  type  of  foreman  often  resorted  to  strong  language, 
feeling  that  it  v/as  a part  of  his  duty  in  getting  the  proper 
amount  of  work  out  of  his  men.  In  this  connection  Ilr.  Cushman 
stated  that  if  he  should  go  into  a plant  to  conduct  a conference 
and  there  was  not  subsequently  less  ’’cussing  out”,  etc.,  he 
would  consider  his  work  a failure.  In  conducting  a conference 
it  is  a mistake  to  assume  coarseness  or  to  act  snobbish.  It  is 
certain  that  there  should  be  no  forced  profanity  or  vulgarity. 


Pl*ofanity  can  be  Classified  under  tv/o  Headings. 


1.  There  is  the  man  v/ho  has  to 
change  a tire  out  in  a hot 
road  where  the  dust  is  6" 
deep. 

Then  there  is  the  man  who 
lifts  a heavy  load  down  in 
an  uncomfortable  position 
who  is  under  great  stress 
and  strain. 

In  both  of  these  cases  the, 
average  human  being  is 
likely  to  give  vent  to 
strong  expressions  as  a 
safety  valve. 

At  this  point  there  was  a discussion  of  the  length  of 
time  it  should  reasonably  take  for  the  first  foreman  conference 
in  any  plant.  It  v/as  thought  that  fifty  to  seventy  hours  would 
be  needed,  to  be  followed  by  some  sort  of  a maintenance  program. 
Hr.  Cushman  was  of  the  opinion  that  no  man  would  be  justified 
in  going  into  a plant  to  show  what  he  could  do  with  the  confer- 
ence idea  in  less  than  thirty  hours.  It  was  further  thought 
probable  that  he  would  not  be  justified  in  stretching  out  any 
conference  beyond  ninety  hours. 

Ques . Is  it  well  for  a leader  to  say  to  foremen  "vou  linow 
more  about  this  than  I do?”  Is  it  belittling  the 
leader  in  the  foremen's  minds? 

Ans . It  is  often  necessary  to  admit  that  you  don’t  knov/ 
as  much  about  the  technical  side  of  the  job  as  the 
foreman.  The  leade??  Vvould  onl^r  lose  ground  by 
assuming  to  the  point  of  bluffing  that  he  knew  as 
much  about  certain  things  as  the  foreman. 


1.  Another  kind  of  profanity 
is  the  sort  that  will  be 
used  to  humiliate  other 
persons,  and  is  not  to 
be  considered  in  the  same 
class  with  the  kind  men- 
tioned in  the  other  list. 


'51 


I.n  in.nov'xtlon  was  introduced  at  this  stage.  Hr. 
Cushman  nnnouiced  that  he  would  irnporsonate  a typical  plant 
GxecutivG , end  asked  Hr.  a,  a member  of  the  conference , to 
take  the  part  of  a man  who  has  come  in  to  sell  him  the  fore- 
man braining  idea. 


iJote:  - Your  secretary  has  attempted  to  reconstruct,  from 
such  notes  as  he  was  able  to  get,  the  main  points 
of  t]ie  conversation. 

Hr.  A.  I’he  Local  Board  of  Education  desires  to  extend  its 
services  to  adults  who  have  entered  employment, 
and  wishes  to  place  its  service.s  at  jrour  command. 


i!r.  Cush.  Bo  you  mean  that  my  men  need  more  schooling?  I 
think  my  men  are  getting  along  very  nicely.  I 
don’ t see  that  they  have  any  particular  needs 
along  this  line. 

Hr.  A.  You  are  one  of  the  big  tax-payers  in  this  district 
and  have  a right  to  the  services  of  the  public 
school  in  furthering  the  interests  of  your  men. 


Hr.  Cush , Bo  I understand  that  you  are  proposing  that  1 send 
mj:^  men  to  school? 


Hr.  A.  Hot  necessarily  to  a school  building,  we  are  willing 
to  put  on  anj!^  classes  that  you  need  in  any  place, 
or  at  any  time  that  is  convenient  to  you.  Perhaps 
you  are  not  aware  that  there  are  special  funds 
from  State  and  pederal  sources  which  have  been  pro- 
vided for  training  v/orkmen  after  they  have  entered 
employment.  He  desire  that  the  benefits  of  the 
Smith-Hughes  and  State  legislation  be  made  avail- 
able to  industry. 

Hr.  Cush.  This  is  very  interesting,  but  I have  been  in  the 
habit  of  training  my  own  men.  The  training  that 
is  valuable  for  them  to  have  is  furnished  here  in 
the  plant. 


Hr.  A.  I can  see  that  you  are  interested  in  your  men  or 

you  would  not  be  giving  them  anv  training  at  all. 

Of  course  it  is  our  idea  of  education  that  no  man 
has  reached  his  maximum  development. 

Lir.  Gush.  Yes,  but  you  know  I am  instinctively  against  letting 
in  outsiders  who  may  upset  my  organisation.  Bow 
take  the  foremen  for  instance,  they  are  the  very 
heart  and  soul  of  our  organization.  I wouldn’t  for 
the  world  think  of  letting  an  outsider  come  in  here 
with  radical  ideas  and  play  havoc  v/ith  ray  plant. 

As  it  is  I am  satisfied  as  to  their  loyalty  and 
don't  ^7ant  it  interfered  with. 


32 


Hr,  A. 

Yes,  but  at  the  present  time  I doubt  if  they  are 
very  much  interested  in  each  other.  There  is  a 
chance  for  friction  to  develop  between  foremen 
of  different  departments.  A course  in  foreman 
training  v/ould  get  them  interested  in  each  other  .. 
and  decrease  friction, 

Hr.  Gush. 

Oh,  well  I for  that  matter  we  have  a meeting  now 
every  two  weeks.  I have  all  of  the  foremen  meet 
with  me  and  we  go  o\'er  things  and  have  a complete 
understanding.  There  is  no  friction  in  this  organ- 
i zation. 

Hr.  A. 

These  conferences  would  develop  ideas  about  health 
and  safety,  and  ’would  be  valuable  to  your  plant. 

Hr . Gush , 

You  know  I am  afraid  of  these  new  f angled  ideas. 

We  are  getting  along  prettj’’  well  nov;,  and  I don’t 
see  v/hy  I should  take  the  chance  of  destroying 
the  peace  of  mind  of  ray  foremen.  The  first  thing 

I knov;  half  of  them  will  be  running  off  and 
leaving  me  in  a mess. 

Hr . A . 

I am  afraid  that  v/hen  you  think  of  a school  man 
you  do  not  realize  that  the  man  I have  in  mind  is 
the  industrial  instructor  who  was  secured  from 
industry  itself  to  teach  in  the  school.  He  under- 
stands the  conditions  under  ’which  men  work,  and  is 
in  no  sense  a stranger  to  general  industrial  con- 
ditions . 

Hr . Cush . 

All  this  is  very  v;ell,  but  let’s  get  down  to  an 
exact  plan.  Just  what  is  it  that  you  propose  to 
do? 

Hr.  A. 

In  starting  this  vork  with  your  plant  I should  like 
to  have  you  select  twenty  of  your  foremen  to  meet 
in  a conference  with  an  experienced  leader  v/hora  v/e 
can  furnish.  They  would  meet  at  a time  which 
could  be  arranged,  presumably  on  plant  time. 

Hr , Gush . 

Well,  how  about  the  cost  of  this?  You  know  it  costs 
money  for  me  to  take  ray  foremen  away  from  their 
work  and  let  them  confer  as  you  say. 

Hr.  A' 

On  the  other  hand,  it  would  actually  save  you  money 
in  the  long  run. 

Hr . Cush . 

I dontt  get  your  idea  exactly.  Do  I understand  you 
to  say  that  you  would  send  an  outside  man  here  to 
conduct  a school  with  my  men?  I don’t  see  how  an 
outside  man,  o doesn't  Imow  my  plant,  could  come 

here  and  teach  my  foremen  anything  about  their  jobs 

Hr.  A. 

I do  not  mean  that  this  would  be  really  a school  in 
the  sense  that  the  teacher  v;ould  actually  instruct 
the  men  in  the  details  of  ..their  jobs.  The  purpose 
would  be  to  hold  a conference  in  which  the  leader 
steers  the  thinking  of  the  men,  but  in  which  they 
do  most  of  the  talking. 

; ' ‘ -y 


f 


1 


■[ 


- - 


iir.  Cujjh.  You  Dight  thin]:  that  you  v/oro  sending  a oompetent 
leader,  ou.t  I think  I 'vould  rather  have  iny  tux^cr- 
intendent  in  the  meeting  to  chGclc  u^:)  on  him  and 
oGO  that  he  rasn^t  giving  them  some  ideas  v/hich 
vrould  bo  dangerous  to  us. 


Hr.  A 


Of  course,  you  should  be  kept  informed  about  v;hat 
is  going  on,  but  it  has  been  our  ezcperience  that 
the  men  do  not  unbend  and  speak  their  minds  v;hen 
the  boss  is  around. 


.■-X  . 


Gush.  OhI  my  men  aren't  afraid  to  talk  in  front  of  me, 
they  express  themselves  very  freely.  ,/e  under- 
stand each  other  perfectly. 


I Ir . A . 


7e  v/ould  rather  that  the 
at  these  conferences. 


management  not  be  present 


Cush.  I do  not  yet  see  how  an  outside  man  could  knov; 

enoughtabout  my  business  to  come  in  here  and  teach 
my  foremen.  By  the  way,  is  this  scheme  like  this 
efficiency  expert  business?  They  certainly  do 
cause  trouble.  I don't  want  to  get  into  anything 
more  like  that.  Things  are  running  pretty  smoothly 
novr  with  my  foremen,  and  I certainly  would  hate  to 
have  them  tinkered  with.  Just  what  topics  do  you 
take  up,  any  way,  in  these  conferences?  Bo  you 
discuss  ’vage  systems? 


Hr,  A. 


I don’t  think  you  need  to  fear  anything  of  that 
sort.  ,7e  would  send  you  a man  whose  experience 
has  led  him  to  appreoiate  these  points  you  mention, 
and  you  would  find  that  he  would  be  v^ery  discreet 
in  talking  on  dangerous  subjects.  His  idea  ivould 
be  to  bring  out  such  topics  as  co-operation  and 
secure  better  human  relationships  in  the  plant. 


Hr.  Gush,  /hat  are  his  views  on  the  labor  question? 

Hr.  A,  He  is  absolutely  neutral  on  this  point.  It  does  not 

do  to  take  sides  in  these  conferences. 

Hr.  Cush,  Your  scheme  may  all  be  very  well,  but  who  has  tried 
it?  Is  this  a new  thing  you  are  asking  me  to  try 
out? 

Hr.  A.  It  has  been  tried  in  a number  of  places  throughout 

the  country.  Two  conferences  have  been  held  at 
the  Hammermill  Paper  Gorapany  at  Erie , and  one  has 
been  held  in  a community  nea.r  here. 


that  they  were 


Hr.  Gush.  .That  evidence  do  you  have 

I suppose  you  hav^e  letters  from 
what  they  thought  about  it  and  that 
willing  to  have  me  write  to  them  to 
as  to  hov/  they  felt  concerning  it. 


a Gucces 


n V 


these  people  tellin«' 


you  v;ould  be 
satisfy  mysell 


• f 


4 


I 


j 

I 

• III 


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i 

'I 


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34 


'■/hy  wo  v/ould  be  very  glad  to  have  you  write  to 
thoa.  You  Indioate  to  do  vory  clearly  thao  you 
have  some  intex’est  in  the  liiatter.  I note  tha.t 
ybu  have  the  welfare  of  your  men  at  heart. 

You  say  that  this  scheme  has  boen  tried  in  many 
places  throughout  the  country.  How  many? 

I choald  say  twenty  or  thirty,  and  there  appears 
to  have  been  universal  satisfaction  regarding 
them. 

How  long  would  you  Luggost  that  you  have  these  men 
togetlier  for  a conference? 

For  about  two  weeK;c,  of  four  or  five  hours  a day. 

Is  two  \7eeks  all  that  is  to  it? 

After  the  two  weeks  conxerenoe  was  ever  some  such 
program  as  that  being  carried  on  by  the  Foremen's 
Club  of  the  Philadelphia  Industrial  Association 
might  be  tried,  (C:-i/3s  discus/iion  of  plan) 

’/Tell,  I still  feel  a I”' ttle  leary  about  such  new 
fangled  ideas.  Phey  tend  to  make  men  dissatisfied. 
Have  you  ever  heard  of  any  trouble  being  stirred 
up  through  one  of  these  conferences?  I would  like 
to  see  your  man. 

ETC 

It  was  pointed  ou'i'-  that  this  was  the  sort  of  re- 
action that  might  be  expeofccu  from  certain  types  of  executives. 
The  group  held  a short  discussion  on  the  merits  of  a selling 
plan  as  up  by  kr.  Ash,  It  was  pointed  out  that  a busy 
executive  might  not  have  time  to  listen  to  such  a long  story. 

It  was  thought  to  be  better  for  the  person  selling  the  pro- 
position to  introduce  the  subject  by  saying  ”I  should  like  to 
have  Ifive  minutes  of  your  time  in  which  to  put  this  proposition 
before  you,"  Ilany  executives  would  not  interrupt  as  much  as 
Cushman  did  in  the  foregoing  dialogue.  One  man  said  hla 
President  would  be  likely  to  listen  attentively  until  the 
person  selling  the  proposition  was  through  and  then  would 
start  to  fire  questions  at  him. 

After  a short  intermission  Hr.  Cushman  staged 
another  selling  demonstration  with  Hr.  HcOarthy  assuming  the 
role  of  salesman.  Ij:.  HcGarthy  started  out  by  asking  for  five 
minutes  in  which  to  explain  the  proposition.  She  dialogue  was, 
from  that  time  on.  similar  to  the  one  noted  before. 


Ur,  A. 

Hr.  Gush. 
Hr.  A . 

Hr.  Gush. 

Hr.  A. 

Hr . Gush . 
Hr.  A. 

Hr . Gush . 


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« V 


At  the  conclusion  of  this  selling  talk  there  \;as  an 
expression  from  tlie  xTien  present  to  the  effect  that  these 
to, Iks  had  been  very  good.  There  v/as  one  notion,  however, 
that  might  have  been  stressed  more  in  both,  talks.  It  v/as 
that  foremen  all  have  certain  things  in  common  regardless 
of  the  plant  in  which  they  work.  T'or  example,  they  all  have 
the  problem  of  handling  men,  of  keeping  down  costs,  and 
similar  considerations.  Since  the  conference  deals  rather 
with  such  phases  instead  of  the  technical  aspects  of  the 
foremen’s  jobs  it  is  much  easier  to  Siiov/  how  an  outside  man 
can  really  come  in  and  make  a contribution. 

It  was  pointed  out  that  different  executives  will 
regard  a selling  program  from  different  angles.  Several 
examples  were  cited  to  illustrate  this  fact.  One  executive, 
who  was  particularly  insistent  that  he  be  shown  tangible 
results  v/as  sold  as  follov/s: 

He  was  asked  if  they  had  a chemical  laboratory  in 
the  plant.  Upon  finding  that  there  cellent  lab- 

oratory, extensively  equipped,  in  charge  of  high  priced  ex- 
perts, the  conference  representative  said  "You  are  v/illing 
to  pay  high  prices  for  expert  chemists  to  experiment  in 
order  to  secure  a better  production  for  you.  You  do  not 
demand  of  them  ahead  of  time  that  they  guarantee  this,  that, 
or  the  other  result.  You  are  confident  that  since  they  are 
experts  they  will  v/ork  effectively  to  secure  you  the  best 
results  obtainable.  V/hy  then,  are  you  not  willing  to  accept 
an  expert  trainer  of  conference  leaders  on  the  same  basis?" 

At  this  point  there  was  a discussion  on  the  function 
of  the  State  Department  of  Public  instruction  in  the  matter 
of  foreman  training.  This  brought  out  a statement  from  the 
members  of  the  Vocational  Bureau  present  as  to  the  legal 
status  of  the  Department,  and  the  extent  of  the  present  pro- 
gram in  the  public  schools  of  the  State.  (Purther  discus- 
sion later) 

Pive  different  plans  were  presented  at  this  time. 
These  arc  all  variations  of  the  main  idea,  and  represent 
actual  cases  in  practice  in  the  various  cities  and  btates. 

Plan  I.  (Being  worked  out  in  several  States) 

1.  Demonstration  conference  by  expert  from 

State  agency. 

2.  Pol low-up  by  plant  program. 

3.  Instructor  training  service  by  state. 

4.  Expert  advice  regarding  permanent  program 

by  State  representatives. 

Plan  II.  (Virginia  and  other  States) 

State  Qumploys  expert  who  is  available  for 
educational  service  in  industries.  Local 
men  are  developed  to  extend  this  service 
to  industry  locally. 


» 


- ? IK  • 


I 


^•1 


\ 


0 


9 


\ 


36 


Plan  III.  ( I'hiladelphia  and  other  cities) 

General  program  is  doi^eloped  locally. 

Classes  held  in  the  evening  as  a part 
of  evening  school  program. 

Plan  IV.  { Ilassachusetts  and  other  States) 

State  offers  training  for  leaders  in 
foremen  training  work.  Product  of 
this  activity  carries  on  v/ork,  mostly 
in  industry.  State  does  not  do  foreman 
training. 

Plan  V4  (Several  cities  in  Ohio,  lachigan 

and  other  States.) 

Local  schools  have  conference  leaders 
availaole  for  service, 

A vote  was  taken  first  among  the  industrial  men 
present  as  to  vrhich  of  the  five  plans  they  vn  uld  prefer. 

This  was  follov;ed  hy  a similar  vote  among  the  school  men 
present.  The  vote  was  practically  unanimous  in  favor  of 
Plan  I . 


\7e  have  agreed  that  an  outside  man  can  go  into  a 
plant  and  put  on  a foreman  training  conference.  This  re- 
quires that  outside  men  he  trained  for  this  purpose.  Can 
the  Teacher  Training  Institutions  train  leaders  of  such  con- 
ferences if  their  men  have  never  conducted  a conference  with 
foremen  themselves? 

In  answer  to  this  question  a number  of  points  v/ere 
discussed.  It  was  brought  out  that  the  first  man  who  put  on 
a conference  obviously  had  no  training.  One  of  the  repre- 
sentatives of  a Teacher  Training  Institution  said  that  he 
considered  teaching  experience  a considerable  asset,  and  he 
rather  favored  the  idea  that  an  expert  teacher  could,  by  the 
possession  of  his  peculiar  skill  and  knowledge,  function  in 
conducting  conferen'^es  of  foremen  ^7ithout  specific  training 
for  this  purpose.  One  of  the  plant  men  stated  that  he  con- 
sidered an  AL  foreman  initially  better  equipped  than  an  A1 
teacher,  because  ox  bis  knowledge  of  the  requirements  of  in- 
dustry and  his  pre summed  skill  in  handling  men.  It  was  the 
consensus  of  opinion  that  representatives  of  Teacher  Training 
Institutions  would  have  to  conduct  a conference  of  foremen 
before  they  would  be  able  to  effectively  train  conference 
leaders.  Hr.  Barritt  of  the  V/estinghouse  Electric  Company 
Gumrxed  up  the  attitude  of  industry  as  follows: 

Industry  has  certain  requirements  that  have  been 
thrust  upon  it.  It  has  problems  and  knows  v/hat  they  are. 

It  is  constantly  facing  changes  which  happen  over  night,  and 
which  are  impossible  to  foresee.  Industry  realizes  that 
education  is  a proper  means  by  whic}'.  the  level  of  intelligence 
of  the  workman  can  be  raised.  It  desires  that  this  b^-  brought 
about. 


■3» 


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I-  . . • •“  i 

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37 


Industry  and  the  schools  are  fo-r  apart  in  Ideas 
and  ideals.  Industry  needs  the  refining  influence  of  the 
schools.  He  believes  that  the  State  Depc.rtraont  of  Public 
Instruction  should  formulate  the  most  efficient  plan  pos- 
sible to  help  industry  in  the  process  of  readjustment  to 
its  ever  changing  conditions.  He  favored  the  v/ork  the 
State  Depp.rtment  of  Public  Instruction  is  no'v  doing  tov/ard 
the  improvement  of  foremen  on  the  job.  If  a Department 
can  formulate  a plan  which  is  effective  it  v/ill  not  have 
to  peddle  it,  he  believed.  Industry  is  looking  for  leader- 
ship along  educational  lines,  and  a guiding  force  is  required 
that  this  end  may  be  attained.  An  adequate  program  v/ill  be 
formulated  by  an  evolutionary  process,  and  can  be  arrived  at 
only  as  a matter  of  growth. 


Qugs . (By  Hr.  Dennis)  Is  the  State  Department  of 

Public  Instruction  justified  in  having  con- 
ferences like  this? 

Ans . The  men  from  industry  present  were  very  pos- 
itive that  it  was  not  only  justifiable,  but, 
as  one  man  put  it,  they  should  have  one 
every  week. 

A question  was  raised  as  to  whether  the 
public  school  men  were  properly  equipped  to  exert  real 
leadership  in  the  matter  of  foremanship  training.  It 
was  pointed  out  that  the  teachers  who  teach  industrial 
subjects  in  the  public  schools  should  be  well  equipped 
to  do  this,  because  they  have,  in  almost  every  case, 
been  recruited  from  industry  itself.  It  is  common 
practice  for  the  States  to  require  that  industrial 
teachers  shall  have  had  six  to  eight  years  of  practical 
experience  before  they  become  acceptable  as  teachers. 


(Discussion  continued  as  noted  on  page  35) 


There  was  considerable  discussion  as  to  whether 
the  local  school  district  or  the  State  Department  should 
approach  industry  for  the  purpose  of  stimulating  foreman- 
ship  training.  Hr.  Dennis  made  it  clear  that  the  State 
always  worked  through  the  local  district,  and  that  the 
local  school  men  v/ere  never  short  circuited  in  this  matter, 

Q^-QS . In  a State  v/kere  practically  no  industrial  train- 
ing work  is  going  on  would  the  State  Department 
be  justified  in  going  into  a district  and 
putting  on  a foreman  training  conference? 


38 


Anc.  Hr,  Cushman  commentod  on  this  question  by  pointing 
out  that  the  Smith-Hughes  law  provides  for  making 
studies  and  investigations  in  industrial  education. 

He  believed  that  an  effective  way  to  make  ai  ch 
studies  and  investigations  • ie  for  the  Federal 
Board  and  the  State  Department  to  go  directly  into 
industry,  where  the  occasion  demands,  and  demon- 
strate by  conducting  foreman  training  conferences, 
or  any  other  desirable  activities  to  the  end  that  a 
further  development  might  grow  out  of  these  demons 
strations.  J'r.  Dennis  voiced  his  belief  that  the 
main  function  of  the  Department  of  Education  in  in- 
dustry v;as  to  exert  leadership  v;here  needed,  and 
that  it  was  only  a minor  function  to  do  so-called 
police  work  after  the  program  had  been  started. 

One  of  the  teacher  training  men  present  voiced  his 
ISelief  that  the  Federal  and  State  Educational  forces 
could  be  better  utilized  in  promotional  work  than  by 
actually  conducting  classes.  He  also  pointed  out 
that  it  did  not  appear  to  be  the  function  of  the 
Teacher  Training  Institutions  to  go  into  plants  and 
conduct  foreman  training  conferences. 

In  commenting  on  this  statement,  one  of  the  men  pre- 
sent pointed  out  that  it  altogether  depends  upon  the 
motive  back  of  the  States  (Teacher  Training  Insti- 
tutions included)  in  attempting  this  vo  rk.  If  it 
should  be  the  purpose  of  the  conference  to  "sell”  a 
new  industry  it  is  entirely  justifiable. 

A reference  V7as  made  to  the  fact  that  the  State  Plan 
does  not  permit  Teacher  Training  Institutions  to  go  into  in- 
dustry to  conduct  conference  with  foremen,  but  that  it  does 
provide  for  the  training  of  conference  leaders.  Hr.  Cushman 
did  not  agree  entirely  v/ith  this  point  of  view*  He  believed 
that  the  Teacher  Training  Institutions  should  put  on  confer- 
ences here  and  there  in  industry,  in  order  that  they  might  be 
better  equipped  with  first  hand  information  so  that  they 
might  do  a still  better  job  in  teacher  training. 

Ques . ‘That  is  the  job  of  the  State  Teacher  Training  Insti- 
tution with  regard  to  a State  program  of  foreman 
training? 

Representatives  present  from  the  Teacher  Training  In- 
stitutions voiced  the  belief  that  there  should  be 
courses  offered  for  the  training  of  conference  lead- 
ers, both  in  intensive  courses  at  the  Institution, 
and  in  extension  teacher  training  work.  The  work  at 
the  Institution  should  be  intensive  because  the  mem- 
bers of  the  class  would,  many  of  them,  come  from  a 
distance  and  could  remain  for  such  an  intensive 
course  more  economically  than  by  coming  in  once  a 
week*  Summer  Conferences,  at  the  Teacher  Training 


39 


Institutions  could  bo  held,  at  which  time  short  intensive 
OD  urses  would  be  feasible. 

One  of  the  other  representatives  from  the  State 
Teacher  Training  Institution  outlined  his  plan  as  follows; 

He  would  first  get  an  experienced  man  to  conduct 
a plant  conference.  V/hile  this  vjas  going  on  he  would  iiai?e 
two  representatives  from  the  Teacher  Training  Institution 
sit  in  in  order  thp.t  they  might  afterwards  be  equipped  to 
train  conference  leaders.  He  would  offer  as  his  justifi- 
cation  for  this  procedure  the  statement  that  the  purpose 
of  the  conference  was  to  train  conference  leaders. 

Hue s . ’Jhat  is  the  part  of  the  city  schools  in  the  whole 
scheme  ? 

Ans . It  has  been  pointed  out  before  that  the  persons 

in  charge  of  industrial  training  locally  are 
expected  to  malce  direct  contacts  with  the  indus- 
tries of  their  district,  and  that  the  State  and 
Federal  authorities  who  work  in  the  district  are 
doing  so  in  the  interest  of  promotion,  and  only 
at  the  behest  of  the  local  authorities. 


Monday,  October  23,  1922. 


Mr,  Cushman  referred  to  the  report  of  the  confer- 
ence at  the  Rutledge  Timber  Company.  On  page  125  there  is 
an  organization  of ’’The  Foreman’s  Place  in  Industry,  and  The 
Foreman's  Job."  A discussion  brought  out  that  the  items  in 
column  four  were  all  more  or  less  under  the  control  of  the 
foremen.  It  was  stated  that  a similar  sheet  could  be  pre- 
pared for  almost  any  industry,  although  it  need  not  be  or- 
ganized exactly  as  this  one.  If  a company  objects  to  show- 
ing its  costs,  etc.,  in  this  manner  it  is  probable  that  an 
outside  man  would  have  difficulty  in  making  use  of  such  a 
sheet.  There  is  no  reason  why  an  inside  man,  however, 
could  not  make  use  of  such  a sheet  as  a selling  argument  in 
convincing  the  management. 

It  was  announced  that  we  would  pursue  a somewhat 
definite  plan  this  week. 

Mr,  Allen's  book  "The  Foreman  and  his  Job",  was 
referred  to  as  the  most  helpful  work  on  how  to  conduct  a 
conference.  It  was  pointed  out,  however,  that  it  is  one 
thing  to  have  a good  plan,  but  that  the  situation  is  quite 
different  v/hen  you  face  15  to  20  foremen  in  a room  with  the 
success  of  the  conference  on  your  shoulders.  It  is  diffi- 
cult to  find  in  one  place  adequate  material  for  studying 
how  to  conduct  a conference.  It  is  quite  different  from 
studying  such  a subject  as  "Strength  of  Materials." 


40 


One  of  the  most  difficult  problems  in  conducting 
a conference  is  to  get  the  venture  properly  launched. 

There  are  many  factors  at  work  against  the  leader  until 
he  gets  the  ice  broken. 

In  starting  a conference  select  some  safe  topic. 
The  subject  of  "Job  Analysis"  would  fall  under  this  head, 
but  it  is  likely  to  prove  dry  and  uninspiring  at  this 
point.  Probably  the  most  effective  topic  at  the  beginnings 
would  be  a discussion  of  the  relationships  between  the 
foreman  and  the  men  under  him.  This  topic  is  always  a safe 
one  to  discuss,  and  is  in  no  way  "loaded  with  dynamite"  to 
the  extent  that  a discussion  of  the  relation  of  a foreman 
to  other  foremen,  or  the  relationships  of  a foreman  to  his 
superiors  is  likely  to  prove,  lir,  Cushman  told  about  one 
man  who  started  off  a conference  with  a discussion  of  co- 
operation. In  this  particular  case  it  almost  put  the  con- 
ference on  the  rocks. 

Topics  for  Pirst  Pew  Meetings 

1.  Orders,  directions,  and  suggestions. 

2.  Carelessness  on  the  job- 

3.  leadership  (leader  or  driver) 

4.  Interest 

5.  Satisfaction 

6 Accidents  and  their  causes 

If  an  inexperienced  conference  leader  starts  his 
first  meeting  equipped  v/ith  a list  something  like  the  above 
he  is  rather  well  fortified  against  failure.  Suppose  he 
should  start  out  by  selecting  the  subject  of  "Carelessness 
on  the  Job".  If  the  men  do  not  respond  very  well  the 
leader  might  cite  a case.  If  there  is  no  sign  of  activity 
on  the  part  of  the  men  it  would  be  well  to  change  to  such 
a subject  as  "Interest". 

It  could  be  brought  out  that  a good  definition  of 
interest  is;  "Whatever  it  is  that  makes  a man  v^rant  to  work 
on  his  job." 

After  exhausting  the  list  before  mentioned,  it  is 
probable  that  the  situation  will  be  well  enough  in  hand  to 
proceed  with  "Job  Analysis"  and  the  more  "touchy"  subjects, 
such  as  co-operation  betvi/een  foremen  and  foremen,  or  fore- 
man and  management. 


At  this  point  Supplement  to  305-A  was  passed  out. 


- 41 


Revised  List  of  Points  for  Discussion  on  Intorest  ’ 


It  was  then  announced  that  the  meeting  woo-ld  go 
into  a sample  foreman  conference  to  demonstrate  procedure, 
After  referring  to  the  afore  mentioned  discussion  on 
"Interest"  ilr.  Cushman  proceeded  after  the  fashion  of  a 
conference  leader  handling  a group  of  foremen. 


1.  A teacher  tells  a boy  that  if  he  doesn’t  study 

his  lessons  he  will  not  got  promoted. 

Pear?  (Does  the  teacher  intend  to  scare  the 
boy  into  studying?)  Is  the  teacher  appealing 
to  pride,  desire  for  leadership,  gain  or  ad- 
vancement? 

2,  Anyone  defacing  the  wells  of  this  sanitary 

will  be  immediately  discharged. 

Pear, 

3.  A ball  in  a show  v/indow  that  runer  round  and 

round  without  any  visible  connection  with 
anything  under  the  glass  plate  on  which 
it  runs. 

Curiosity. 

4,  A plant  athletic  team. 

Plant  pride. 

5*  calling  a man  into  consultation  on  how  a job  is 
to  be  done. 

Job  pride. 

6.  Putting  up  a prize  for  the  department  having 

the  fewest  number  of  accidents. 

Department  pride. 

7.  On  the  Santa  Pe  R.  R.  giving  a flag  to  the 

section  having  the  most  clean  and  good 
looking  st.ations. 

Department  pride  and  rivalry. 

8.  Firing  a man  for  impertinence. 

(Hot  a good  question)  Pear. 


■t.  / -i 

■ y 


“i 


.1 

1 


■ ‘i 


I 


I 


42 


9.  Posting  pictures  of  the  result  of  not  using 
guards  on  nxi chines. 

Pear . 

10,  Setting  up  the  production  records  of  different 

departments  on  a public  bulletin  board. 

Department  pride, 

11,  Bawling  a man  out  in  public  for  a mistake  in 

following  directions, 

Q,uo3 . },Ir.  White  did  you  ever  have  anyone  bawl 

you  out  in  public? 

Ans . Yes,  and  it  didn’t  set  very  well,  etc. 

The  above  question  should  not  be  asked  of  any 
foreman  who  uses  such  tactics.  ^Vhile  an  out- 
side man  would  not  be  supposed  to  know  about 
this  trait  in  the  foreman,  it  might  make  this 
particular  man  suspicious  that  the  leader  had 
been  given  advanced  information  about  him. 

It  might,  therefore,  minimize  the  effect  of 
the  conference  on  this  man.  A better  way  to 
put  the  question  would  be,  "How  would  you 
feel  if  someone  bawled  you  out?"  The  per- 
sonality of  the  leader  has  a great  deal  to  do 
with  the  success  of  questioning.  Dr,  Struck 
told  about  asking  a very  v/ordy  man  to  boil 
down  his  remarks.  It  happened  that  the  other 
foremen  thought  that  this  particular  man  was 
being  called  down.  In  all  of  this  it  is  per- 
fectly safe  to  confine  the  discussion  to  the 
relationship  of  the  foreman  to  the  men  under 
him. 

12.  Posting  a notice  stating  that  there  hasn’t  been 

an  accident  in  this  department  for  five  days. 

Department  pride. 

13.  Taking  a new  man  through  the  department  v/here  he  is 

to  work  and  giving  him  a general  idea  of  the  differ- 
ent jobs  that  are  carried  on  in  that  department  be- 
fore he  is  started  in  training  on  the  job  that  he 
is  to  work  on. 

Job  pride. 

An  illustration  was  cited  about  a boy  v;hom  a foreman 
Was  about  to  fire  because  he  was  not  taking  hold. 
Instead  of  letting  him  go,  the  foreman  started  to 
study  the  boy.  He  shov;ed  him  around  the  plant  and 


;•  i 


% 


ft” 


/ 


« 


( 


I 


43 


in  pnrticulr.r  Ghowed  him  the  piece  of  machin- 
ery toward  the  completion  of  v/hich  the  boy*s 
work  vras  contributing.  The  boy  thereupon 
took  on  a new  interest  in  his  ;)ob  and  gave  no 
more  trouble. 

iir.  Klufliee  related  how  it  was  customary  at  the 
A.  ll.  Collins  plant  to  take  new  employees 
aroui.d  to  show  them  the  various  operations  in 
the  plant.  They  go  a step  further  in  inviting 
the  family  and  relatives  of  new  workmen  in 
order  to  secure  their  interest  as  well. 

Mr,  Cushman  pointed  out  that  in  one  plant  where 
he  had  conducted  a conference  not  a single 
one  of  the  eighteen  men  in  the  group  had  been 
through  the  entire  plant  and  had  any  appreci- 
ation of  all  of  the  processes  involved.  It 
vi/as  pointed  out  to  them  that  their  jobs  de- 
pended upon  the  quality  of  the  production  and 
the  disposition  of  the  public  to  buy,  etc. 

Mr.  Barritt,  of  the  v?estinghouse  Company,  said 
it  was  customary  to  take  apprentice  boys  down 
to  the  erecting  floor  to  shov;  them  hov/  the 
parts  upon  which  they  worked  contributed  to 
the  completion  of  some  l:irge  piece  of  machinery, 

14.  A member  of  a plant  organization  insults  another 

member  a-nd  his  foreman  tells  him  tho-t  he  must 
apologize  to  the  other  man  or  be  fired.  'Vh'.t 
interest  factor  is  used  in  this  case? 

i'^car  of  being  fired. 

The  question  v/as  rained  as  to  whether  or  not  fear 
was  an  interest  factor.  It  was  thought  to  be 
better  to  get  a man  in  a fr<ame  of  mind  so  that 
he  would  want  to  apologize. 

15.  In  one  largo  shipyard  the  general  manager  makes  it 

a point  to  know  always  of  any  good  piece  of  work 
and  to  personally  praise  it  to  the  men  \'dio  did  it. 
i/hat  interest  factor  comes  into  play  here? 

Job  pride.  Appreciation  by  others. 

16.  How  might  departmental  pride  be  utilized  as  an  in- 

terest factor  by  a foreman  who  knew  hov;? 

The  foreman  can  inspire  his  men  by  telling  them 
that  this  is  the  best  department  in  the  plant, 
and  by  tolling  hov/  it  delivers  nioro  and  better 
goods  than  any  other. 


t 


.a 


44 


Kr.  Bingmn  referred  to  the  fact  that  men  some 
times  get  depressed  about  their  Jobs.  He 
stated  that  it  was  his  usual  method  to  give 
them  a talk  about  how  their  work  v/as,  in  a 
sense,  a profession,  and  how  important  it 
was  after  all.  A talk  of  this  sort  he  be- 
lieves, will  bring  about  good  results. 

There  was  a discussion  at  this  point  as  to 
whether  or  not  it  is  possible  to  stir  up  too 
muoh  plant  pride.  it  was,  however,  conceded 
that  plant  pride  is  an  asset.  A contrast 
v;as  made  bet'veen  a man  v^ho  has  plant  pride 
and  one  who  is  always  having  to  apologize  to 
everyone  for  being  an  employee  of  a certain 
plant 


17.  When  a man  has  shown  especially  good  sense  in 

dealing  with  an  emergency  telling  him  so. 

Appreciation . 

18.  Providing  decent  wash  rooms  and  lockers. 

Self-respect. 

It  is  difficult  to  inatill  self-respect  into  a 
lov/  grade  of  workman.  Several  instances  v/ere 
cited  in  support  of  this  statement.  The  coal 
companies  have  had  some  experience  along  this 
line . 


Hr.  Cushman  told. about  a glass  plant  in  Okla- 
homa,. where  mason  Jars  are  made.  The  manager 
of  this  plant  conceived  a .Very  v/orkablc  idea 
in  handling  lo?;  grade  labor.  He  found  that  in 
securing  negro  help  from  the  South  that  they 
wore  better  off  if  they  ovmed  a little  piece 
of  ground  upon  which  they  built  a little  hut 
lA'ith  a dirt  floor,  oto,  , similar  to  the  type 
with  which  they  were  familiar.  After  a fev/ 
years  they  would  build  a little  better  hut, 
and  gradually  improve  their  living  conditions. 
The  point  of  the  whole  matter  was,  that  had 
these  people  been  given  ordinary  American 
standards  of  living  at  the  start,  they  v;ould 
not  have  appreciated  them  and  eventually  would 
not  have  been  as  well  off  as  under  this  plan. 

After  considerable  discussion  on  the  subject  of 
self-respect  Hr.  Cushman  asked  the  group  hov/  far 
they  considered  it  was  expedient  in  this  foreman 
training  conference  to  carry  such  a discussion. 

Before  passing  on  it  was  brought  out  that  an  ed- 
ucated man  gets  about  ten  times  the  satisfaction 
out  of  a dollar  than  does  an  uneducated  man.  Hr 
Barritt  told  of  two  families  that  he  contrasted 
in  his  mind. 


'i 

'i 


45 


Both  wore  young  married  couples.  One  family 
lived  in  furnished  rooms  and  spent  their  entire 
income  on  an  automobile,  and  apparently  was  not 
getting  ahead  at  all.  The  other  one  started  in 
to  furnish  an  apartment,  purchased  a piano,  etc. 
He  felt  certain  that  after  a few  years  there 
v/ill  be  a great  deal  of  difference  bet'ween  the 
conditions  of  these  tv/o  families,  and  pointed 
out  that  it  was  not  so  much  how  much  salary  a 
man  drew  as  it  was  the  other  considerations  of 
life  which  go  to  make  up  contentment  and  happi- 
ness. 

19.  A plant  has  a fife  and  drum  corps  which  has  the 
reputation  of  being  the  crack  organisation  of 
the  city.  It  is  considered  an  honor  to  wear 
the  uniform  of  this  organisation.  It  is  under- 
stood that  every  man  who  belongs  is  a gentle- 
man and  that  the  uniform  must  not  be  disgraced. 
The  company  does  not  hesitate  to  send  this  drum 
corps  to  other  cities  to  take  part  in  parades, 
etc.  \7hat  interest  factors  come  into  play  in 
keeping  the  members  from  acting  like  toughs  and 
rowdys  when  av/ay  from  home? 

Plant  pride. 

It  was  mentioned  that  some  companies  use  such  de- 
vices as  service  buttons  for  employees,  a star 
over  the  machine  of  the  workman,  and  stripes  on 
the  arms . 

After  the  conference  had  proceeded  to  this  point 
it  was  suggested  that  it  might  be  well  to  look  over  the 
following  list  for  possible  revisions: 


1. 

Pear 

7. 

Department  pride 

2. 

Desire  for  gain 

8. 

Desire  for  approval 

3. 

Ambition 

9. 

Self-respect 

4. 

Curiosity 

10. 

Putting  on  responsibility 

5. 

Plant  pride 

11. 

Loyalty 

6. 

Job  pride 

12. 

Satisfaction  on  the  job 

Mr,  Cushman  said  that  he  wDuld  ordinarily  ask  the 


men  to  arrange  these  topics  according  to  the  degree  of  their 
importance,  and  that  he  usually  would  boil  the  list  down 


about  as  follows: 

Host 

Important 

Least 

Important 

1. 

Ambition 

0 

2 

2. 

Curiosity 

0 

1 

3. 

Fear 

0 

10 

4. 

Loyalty 

8 

0 

5. 

Job  pride 

6 

0 

A vote  was  taken  at  this  tine,  the  result  of  which 
may  be  noted  beside  the  above  list. 


f 


, . , ^ vote  was  taken  at  this  tir.:c,  the 

which  may  be  noted  beside  the  above  list. 


result  of 


Ques_^  Would  you  contrast  two  towns,  five  nilos  a;nart 
as  to  schools  and  general  living  conditions? 

Cushman)  I would  try  to  confine  myself 
to  the  plant , since  the  conference  is  being 
carried  on  on  plant  time. 

How  about  ambition?  Hov;  would  you  use  it? 

An£_^  It  was  the  consensus  of  opinion  that  ambition 
was  a dangerous  factor  upon  which  to  play  too 
much. 


It  was  pointed  out  by  Mr.  Cushman  that  curiosity 
seemed  to  be  the  main  motive  in  the  men's 
attitude  at  the  beginning  of  most  of  the  con- 
ferences v/hich  he  had  conducted. 


^At  this  point  someone  suggested  that 
Accomplishment,  Confidence,  Dependabili^-y 
ance"  _ -j' » - 


"Sense  of 
d Persever- 


be  added  to ^ the  list.  in  a foreman  conference 


might  be  well  to  discuss  the  overlapping  of  these  terms 
and  to  asn  if  any  should  be  stricken  out. 


How  can  you  use  confidence  as  an  interest  factor? 

In  discussing  this  problem  Mr,  Jeffrey  told  of  a 
yoimg  foreman,  nineteen  years  of  age,  who  was 
asked  to  present  a speech  on  the  aspects  of  his 
joo.  Although  he  had  one  of  the  best  derart' 
merits  in  the  plant  he  was  loath  to  talk  about 
it.  He  v/as  asked  if  he  v/anted  to  let  the  ether 
foremen  get  ahead  of  him,  and  he  thereupon  deter-i 
mined  oo  make  the  speech.  The  result  was  that 
the  speech  was  of  a very  outstanding  character 
and  was  printed  for  general  distribution  through- 
out the  plant.  The  young  man  at  the  start  lacked 
confidence . 


*5^6 s . Hov/  can  a foreman  use  loyalty? 

An£^  It  might  be  brought  out  that  this  is  a trial 

order,  and  whether  or  not  the  company  gets  more 
businsoS  depends  upon  how  this  order  is  turned 
out.  As  a matter  of  loyalty  the  men  would  be 
likely  to  turn  in  and  ^ce  that  the  work  was 
done  in  a manner  to  insure  more  business  to  the 
concern. 


Peai  is  the  short-cut  method,  it  is  used  a 
great  deal  more  than  it  should  be  in  stimula- 
ting  men  to  turn  out  more  work.  The  busy  man 
uses  it  as  the  most  quickly  available  means  of 
getting  things  done. 


47  - 


],!r.  Cushman  now  asked  what  had  boen  gained  in 
the  discussion  of  the  oonferfiiice  tlius  far.  It  was  pointed 
out  that  all  of  this  had  been  done  merely  to  geb  the  fore- 
man to  think. 

The  placing  of  responsibility  upon  a man  stim- 
ulates his  job  pride. 

Further  comment  v;as  made  on  the  foregoing  list. 

It  was  stated  that  the  shortened  form  of  the  list  would 
be  all  right  for  the  men  higher  up,  but  that  the  long  list 
would  be  better  for  the  foremen  in  that  it  showed  a greater 
number  of  variations. 

Ur,  Cushman  pointed  out  that  it  was  desirable  to 
get  the  foremen  to  see  that  the  fear  factor  should  be  min- 
imized. It  is  necessary,  however,  to  get  qt  this  indirjo 
rectly.  By  working  at  the  list,  and  by  taking  a vote  it 
is  possible  to  show  up  the  fear  factor  in  its  realrrelation 
to  interest. 

In  commenting  on  fear,  one  of  the  men  present 
pointed  out  that  it  is  used  to  a greater  extent  among  low 
grade  labor  on  jobs  of  only  one  or  two  months  duration, 
but  that  the  more  stable  and  well  ballasted  the  organi- 
zation is^the  more  it  is  possible  to  get  away  from  fear. 

The  real  objective  of  the  conference  was  stated 
at  this  time,  as  being  to  stimulate  a foreman  to  better 
work  on  the  job  by  using  interest  factors,  indirectly,  not 
by  making  bald  statements  of  aims.  This  can  bo  arrived  at 
effectively  by  the  conference  method  v/here  a short,  terse 
statement  would  fail  entirely  in  its  objective.  This  is 
the  real  fundamental  reason  and  justification  for  a con- 
ference . 


At  this  point  there  was  distributed  a Supple- 
ment to  305-A, 


Oases  on  Interest 

li/e  have  had  an  example  of  handling  the  subject 
of  interest  by  the  use  of  a number  of  questions.  \Je  will 
nov7  consider  the  same  topic  by  the  case  method, 

1,  A workman  entered  a class  in  blue  print  reading 
but  took  no  interest  at  first  and  was  even  an- 
tagonistic. The  foreman  instructor  did  not  get 
disgusted  but  offered  him  the  same  chances  he 
did  the  others.  Finally  he  became  interested  in 
the  class  and  studied  hard.  Afterward  he  said 
his  new  attitude  was  due  to  the  fact  that  here- 
to-fore  no  one  had  taken  an  interest  in  him. 

The  man  afterward  became  an  assistant  foreman. 
'Jhat  had  the  instructor  done  to  develop  this 
man^s  interest? 


! 


48 


Interest  in  the  man. 

2.  kn  expert  sheet  metal  'vorker  who  was  perT^ctly  con- 

tented witn  his  position  had  a joh  of  nakin,^  an 
eight  piece  curved  ventilacor  funno;’  for  a snip 
given  him  after  all  other  sheet  metal  woikers  in 
the  city  had  given  it  up.  He  made  it  and  after- 
wards glued  together  the  pastehcard  pattern  and 
put  it  on  exhibition  over  his  workbench  as  an  ex- 
ample of  what  difficult  jobs  he  couJ.Ci.  no.  He 
refused  to  be  promoted  and  was  contented  to  work 
at  his  bench.  V/hat  would  you  say  was  the  source 
of  this  man's  interest? 

Job  pride, 

3.  A large  company  who  worked  many  foreigners  had 

always  entered  them  on  the  payroll  by  number 
rather  than  by  name  and  each  man  v/as  distinguished 
by  a brass  check  worn  on  his  work  clothes.  CCney 
decided  to  change  and  use  the  names  of  the  men 
regardless  of  long  and  peculiar  names.  Can  you 
see  any  advantage  in  this  change?  IVhy? 

Self-respect. 

The  entire  list  of  cases  on  interest  was  furnished 
by  foremen.  A conference  leader  can  use  this  lifst  to  start 
discussions.  It  is  probable  that  all  of  the  cases  would 
not  be  usable,  but  probably  half  of  them  would  be  effective. 

By  the  question  and  case  miOthod  and  treatment  men- 
tioned, it  is  possible  to  handle  the  conference  v;ithout 
having  a set  procedure  of  one  to  fourteen  points  that  must 
be  taken  up  in  their  order  for  the  purpose  of  showing  ade- 
quate progress  for  the  conference.  Since  it  is  dif f iciilt  to 
get  up  a list  of  hypothetical  cases  it  is  v/ell  to  use  the 
ones  noted  on  the  mimeographed  sheets.  A new  conference 
leader  vdll  find  that  he  needs  all  of  these  heirps,  and  that 
he  can  later  get  together  cases  out  of  his  own  experience. 

It  was  stated  that  the  lists  of  questions  and  cases  are  c:m- 
paratively  new  material,  and  v^^ould  consequently  be  usable  in 
future  conferences. 

After  the  conference  has  proceeded  to  this  point 
it  might  be  well  to  pass  out  Bulletin  #36,  Part  2,  and  asx 
the  men  to  read  certain  portions  in  order  to  surj-imarize  dis- 
cussions. They  will  approach  this  matter  with  a new  under- 
standing. 


Text  or  note  material  should  be  used  as  a follow- 
up of  the  conference.  It  would  be  a mistake  to  adopt  a 
schoolroom  procedure  and  assign,  let  us  say,  ten  pa,ges  in 
advance-  Assigning  is  the  easiest  way,  but  it  is  also  the 
best  way  to  kill  the  conference.  V/hen  meetings  are  held  on 


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49 


the  company’s  time  the  use  of  the  text  is  not  Justifiable. 

It  might  be  all  right  in  evening  meetings  of  men  who  come 
voluntarily  from  a variety  of  plants.  They  are  there 
upon  their  own  initiative  for  individual  improvement. 

The  conference  leader  is,  in  reality,  a teacher 
but  he  must  not  permit  himself  to  be  thought  of  as  such 
at  the  beginning  of  a conference.  He  ^ ould  use  good 
questions  to  bring  out  what  the  men  collectively  know, 

His  main  function  is  to  help  organize  their  thoughts 
and  to  assist  them  to  get  oriented. 

Mr,  Cushman  stated  that  he,  personally,  does 
not  like  to  work  by  indirect  methods,  but  that  they  are 
the  only  ones  Justifiable  in  a foreman  training  confer- 
ence. It  is  better  to  draw  out  by  conference  methods 
what  the  men  already  know  and  then  lead  from  that  into 
certain  things  that  are  to  be  taught.  Every  conference 
leader  really  does  considerable  teaching  after  all, 

It  is  sometimes  desirable  to  lot  a foreman, 
v;ho  is  teaching  before  the  group,  fall  down  on  the  Job. 

He  will  have  a consequently  greater  respect  for  the 
problems  of  teaching. 

It  was  emphasized  that  foremen  are  rather  well 
educated  after  a fashion.  The  fact  that  they  have 
attained  foremanship  shows  that  they  have  considerable 
accomplishments,  although  not  necessarily  of  a formal 
school-room  kind.  It  is  not  good  tactics  in  a conference 
to  inquire  about  the  formal  schooling  of  the  men.  It  is  no", 
well  to  let  the  men  feel  that  the  leader  places  too  much 
importance  upon  the  degree  of  public  school  education 
that  they  have  had. 

Mr.  Dennis  mentioned  that  he  had  written  to 
about  tv/enty  concerns  where  foremanship  conferences  had 
been  held.  He  was  impressed  by  the  fact  that  through  all 
of  the  answers-  to  his  letters  there  seemed  to  run  the  one 
idea,  that  as  a result  of  this  v/ork  the  foremen  seemed  to 
be  using  their  heads  better  on  the  Job.  To  get  foremen 
to  use  their  heads  on  the  Job  and  grow  depends  upon  more 
than  merely  the  pouring  out  information  on  the  part  of 
the  conference  leader, 

Mr.  Evans  pointed  out  an  analogy  between  the 
methods  of  conducting  a foreman  conference  and  those  in 
vogue  in  the  continuation  schools.  Text  book  methods  do 
not  obtain  results. 


1 

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50 


Tuesday,  October  24,  1922. 


Letters  have  been  received  from  the  following  list  of 
firms  concerning  their  experience  with  foreman  training  c'^nfer- 
ences.  (Copies  of  these  letters  v/ill  be  sent  to  responsible  per- 
sons upon  application  :to  the  State  Department  of  Public  Instruc- 
tion) . 


1.  DcLaval  Separator  Co., 

Po-ughkeepsie 

2.  American  Radiator  Go., 

Buffalo 

3.  Cosden  & Co.,  Tulsa 

4.  Carborundum  Co.,  Riagra  Palls 

5.  Acheson  Graphite  Co., 

Iliagra  Pal]s 

6.  The  Carolina  Cotton  & V/oolen 

Mills  Co.,  Spray,  iJ.  C. 

7.  Champion  Pibre  Company 

Canton , 

8.  The  Coleman  Lamp  Company 

Vifi  tchi  ta 


9.  Utah-Idaho  Sugar  Co., 

Sait  Lake  City 

10.  IJiagra  Alkali  Go., 

Riagra  Palls 

11.  Eastman  Kodak  Co.,  Rochester 

12.  northwestern  Bell  Telephone 

Co  , , Omaha 

13.  A. M.  Collins  Mfg,  Co.  Phila. 

14.  Remy  Electric  Company 

Anderson,  Ind, 

15.  Dutchess  Mfg.  Company 

Poughkeepsie 

16*  Jas.  Clark,  Jr.,  Electric  0o . 
Louisville 


A case  v;as  brought  up  where  a foreman  "A"  claimed  no 
responsibility  for  stock  after  it  left. his  department.  Porernan 
"B"  of  another  department  likewise  claimed  no  responsibility  for 
stock  until  it  was  actually  received  in  his  department.  One  day 
foreman  ”A'’  shoved  a truck  load  of  perishable  stock,  valued  at 
$300,  outside  of  his  department  where  it  was  exposed  to  the 
weather.  That  night  a heavy  rain  spoiled  the  stock.  Both  fore- 
man "A”  and  foreman  "B"  disclaimed  any  responsibility. 

It  was  pointed  out  that  cases  such  as  the  above  may 
well  be  used  as  a basis  in  discussing  supervisory  responsibil- 
ities of  foremen. 


Jhen  cases  of  this  sort  are  brought  out,  a careful 
analysis  of  foremen's  supervisory  responsibilities  may  well  be 
undertaken  with  a view  of  bringing  the  foreman  to  a point  of 
agreement  regarding  "border  line"  responsibilities. 

In  putting  on  a conference  in  an  industry  that  has 
not  been  carefully  analyzed  it  might  be  found  profitable  to 
^end  as  much  as  forty-five  out  of  the  sixty  hours  on  job 
analysis.  It  was  stated  that  in  highly  organized  industries, 
such  as  the  Remy  Electric  Company,  it  had  not  been  found  nec- 
essary to  spend  even  five  miinutes  on  job  analysis.  At  the  be- 
ginning of  the  conference  it  was  found  that  all  of  the  jobs  in 
the  plant  had  been  minutely  analyzed  before.  In  this  particular 
plant  the  problem  of  major  interest  concerned  the  breaking  in  of 
green  help. 

The  following  form  was  taken  from  the  Report  of  the 
Conference  on  "Improving  Eoremanship  and  Instructor  Training." 
at  Stonega  C«ke  and  Coal  Company.  It  is  found  on  page  28  of  the 
report. 


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% 


51 


Departmental 

Job 


Work  Job 
( 


( 
{ 

Payroll  Job  f 
( 


( 

( 

( 

( 

(Vfork  Job 


(' 


Work  Job 


(Payroll  Job  ( 

( 


( 

( 

f 

( 

(Work  Job 


^ 'blr.i;;  Po:'nt 

Ope  rat  j.  o n ( Hr.man  Me  ch  . 

( ( 

( ( Operating:  Po-'nt 

( 

( Operating  ±^oint 


( ( 
( Qperatlon( 


( 

( Operati.ng 

Poi  nt 

Operating 

Pc  i nt 

Operatio: 

1 

n( 

f 

K 

( 

( 

( 

V 

( Operating 

Point 

Operating 

Poi  nr 

( 

( 

( Operation( 

( 

\ 

fOpe rating 

Point 

Operating  Point 

( 

Operation( 

( ( 

( (Operating  Point 

( ‘ 

( Operating  Point 

( ( 

( Operation( 

( Operating  Point 


Operating  Point 

Operation( 

( ( 

( ( 

( (Operating  Point 

( 

( Operating  Point 

( ( 

( Operation( 

( 

( Operating  Point 


52 


For  some  jobs  it  is  profitable  to  carry  out  such 
analysis  but  in  otliers  it  is  not.  It  is  probable  that  bhe 
carrying  out  of  all  five  stages  vrould  prove  unprofitable 
with  men  from  skilled  trades. 

Opie  s . Do  you  use  mimeographed  forms  to  guide  the  men  in 
making  job  analysis? 

Ans . (By  Mr.  Gunman)  "Usually  the  idea  has  been  developed 
on  the  blackboard  and  not  on  mimeographed  forms.  I 
have  never  had  time  to  go  into  the  matter  at  great 
length  in  a foreman'' s conference." 

Ques . At  what  point  in  the  conference  is  it  best  to  work 
in  this  job  analysis? 

Ans , Soon  after  the  start,  but  not  at  the  start.  It  is 
better  to  use  the  personal  interest  factors  at  the 
beginning.  V/hen  the  subject  of  job  analysis  is  in- 
troduced it  is  better  to  drop  it  if  the  interest 
lags  and  bring  it  up  at  still  a later  time,  provided 
that  you  introduce  some  of  it  before  the  conference 
is  over. 

Ques.  V/hat  good  is  job  analysis? 

Values  of  Job  Analysis 

(As  v7or]:ed  out  v^tth  a group  of  fo' remen  teacher  trainers) 

1.  - As  preparation  for  better  work  instructing  green  men. 

Note;  A man  may  be  an  expert  on  the  actual  job  and 
still  not  be  able  to  catalogue  the  steps  in- 
volved. Cases  were  cited  as  follow's; 

A man  in  charge  of  varnishing  spirit  levels  was  asked 
to  list  out  the  steps  involved  in  the  process  in 
order  that  they  might  be  used  in  teaching  green  help. 
His  confidence  was  somewhat  shaken  ?;hen  it  vvas  poix.ted 
out  to  him  that  in  his  list  he  had  omitted  one  of  the 
most  important  points. 

It  v;as  pointed  out  that  many  foremen  in  teaching  others 
will  credit  the  learner  v/ith  considerable  horse  sense, 
and  will  consequently  fail  to  cover  some  important 
points,  with  the  result  that  theie  is  a gap  in  the  in- 
struction. In  such  a case  a complete  job  analysis 
vjould  help  the  foreman  to  cover  all  of  the  points 
necessary  to  complete  instruction. 

An  analysis  of  the  job  helps  to  discover  gaps  between 
the  work  of  the  foremen  who  receives  the  job  at  dif- 
ferent stages  of  its  completion. 


I 


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1 


53 


2.  - V/oiild  help  to  define  rosponsiliili ties  of  foronan. 


3.  - Makes  foreman  view  his  job  objectively. 


4.  - Has  a training  value. 

iJobe:  #5  is  more  a part  of  tho  follow-up  program, 
and  perhaps  should  not  be  listed  as  one 
of  tho  values  to  be  v/orked  out  in  an  in- 
tensive conference  of  sixty  to  eighty 
hours , 


5.  - Extends  foreman's  knowledge  of  certain  operations 
carried  on  in  his  department,  on  which  he  may 
have  had  limited  experience. 

In  case  the  conference  loader  experiences  diffi- 
culty in  getting  the  men  to  see  what  trade  analysis  is  all 
about,  it  might  be  well  to  refer  to  the  operation  of  put- 
ting on  a coat.  Mr.  Cushman  has  used  this  v/ith  consider- 
able success.  It  is  alv/ays  found  that  after  the  men  have 
listed  up  the  operations  in  putting  on  a coat  they  are  so 
incomplete  that  a person  follov/ing  the  steps  v;ould  not  be 
successful  in  his  efforts  to  actually  put  on  the  coat.  The 
men  usu.ally  see  the  point  and  are  ready  to  accept  the  idea 
that,  although  a man  knoxvs  hov/  to  do  a thing  perfectly  it 
is  no  guarantee  that  he  can  tell  how  he  does  it. 

It  v/as  pointed  out  that  in  a successful  conference 
the  foremen  are  al'ways  given  two  distinct  experiences. 

1.  foreman  placed  in  the  position  of  a green  man 

on  tho  job. 

2.  foreman  placed  in  the  position  of  instructor 

who  knows  the  work  thoroughly. 

Job  analysis  should  never  be  carried  to  the  point 
whore  the  conference  loader  begins  to  look  like  an  effi- 
ciency expert  in  his  relationship  to  the  situation.  It  is 
enough  to  got  the  foremen  to  carry  the  analyses  to  a point 
where  the:/  get  a clear  notion  of  the  idea.  The  completion 
of  the  analyses  is  then  the  responsibility  of  the  foreman. 
Since  the  leader  does  not  know  tho  payroll  jobs  he  depends 
upon  tho  foreman  to  furnish  this  information.  He  is  then 
only  responsible  for  helping  to  organize  the  material  they 
bring  in,  and  should  make  it  clear  to  the  men  that  it  is 
their  work  and  not  his. 


4 


54  - 


The  four  points  previously  listed  out  are  the 
ones  that  are  supposed  to  be  of  value  in  a Job  analysis. 

If  the  layout  of  the  analysis  is  not  good  it  is 
probably  an  indication  that  the  loader  has  not  been  suc- 
cessful in  getting  the  foremen  to  think  properly, 

^.uo s . V/hat  would  be  the  vailue  of  a complete  Job  anal- 

ysis? 

Ans.  Helps  management  to  see  the  whole  Job, 

Helps  the  foreman  to  see  the  Jobs  on  both  sides 
of  him. 

Helps  those  v/ho  supervise, 

Ques . V7ho  gets  the  most  out  of  the  Job  analysis? 

Ans . The  man  who  works  it  out. 

The  question  arose  as  to  whether  it  was  not 

necessary  to  carry  the  analysis  far  enough  to  be  able 

to  show  some  rather  tangible  results  and  demonstrate  that 
something  worth  while  has  been  done.  It  was  pointed  out. 
that  the  main  thing  coming  out  of  the  analysis  should  be 
a new  and  problem  solving  attitude  toward  the  work.  The 
main  value  lies  in  developing  the  capacity  of  the  men  to 
analyze  other  Jobs  in  their  departments.  Some  of  the  in- 
dustrial men  present  took  the  attitude  that  Job  analysis 
could  be  overdone  by  going  through  certain  motions  that 
are  unproductive. 

The  question  was  discussed  as  to  whether  or  not 
a conference  should  complete  a Job  analysis  to  a point 
where  it  would  command  respect  in  published  form.  It  was 
pointed  out  that  if  this  was  the  sole  motive  in  completing 
it  there  was  danger  of  losing  sight  of  the  main  motive  in 
making  the  analysis, 

A great  deal  of  discussion  centered  around  the 
question  of  how  you  are  to  determine  v/hether  or  not  a man 
has  the  ability  to  make  further  Job  analysis  unless  he 
has  actually  completed  one  in  training. 

At  this  point  a distinction  was  brought  out  be- 
tween classes  in  the  analyzing  oP  trades  and  conferences 
for  the  training  of  foremen,.  In  the  former  it  would  be 
perfectly  proper  to  spend  as  much  as  a year  on  analysis, 
but  such  a procedure  would  bo  obviously  out  of  place  in 
the  case  of  the  latter. 

Mr.  Cushman  stated  that  he  had  never  found  it 
profitable  to  carry  on  a complete  Job  analysis  in  a fore- 
man training  group.  He  stated  that  any  questions  arising 
concerning  this  matter,  or  any  others  in  the  conference,  ' 
should  be  tested  by  the  use  of  the  word  "why,” 


55 


The  different  kinds  of  analyses  that  raight  be 
worked  out  were  taken  up  at  this  point,  and  the  following 
list  was  given: 

Analysis  of  supervisory  job. 

Analysis  of  production  difficulties  in  terras 
of  material  flow. 

Analysis  of  managerial  responsibilities. 
Analysis  of  instructional  responsibilities. 
Analysis  of  accidents. 


Admission  of  ^ Supervisory  . Managerial  Cost  yVays  & 
responsibility^  responsibility/  problems  / eleraenisAleans . 

Note:  This  device  has  been  called  a formula  for  oca*  ■ 
ducting  a conference  by  the  case  method. 

It  was  pointed  out  that  the  men  do  not  respond 
freely  if  an  artificial  case  is  cited.  It  is  much  more 
productive  of  results  to  get  a man  to  talking  about  his 
own  individual  case. 

A discussion  centered  around  the  question  of  hov; 
much  information  a production  manager  should  give  his  men 
on  the  subject  of  personnel  and  management.  It  v/as  thought 
that  a wise  manager  would  see  that  the  men  were  thoroughly 
familiar  with  these  subjects,  since  the  policies  of  manage- 
ment depend  to  such  a considerable  degree  on  the  attitude 
of  the  foreman.  It  was  thought  probable  that  this  question 
could  well  be  taken  up  in  the  follow-up  meetings  following 
intensive  conferences. 

Ques . What  is  meant  by  supervisory  responsibility? 

Ans . Getting  the  job  done,  and  seeing  that  conditions 
are  right  for  such  accomplishment. 

A great  deal  of  discussion  centered  around  the 
exact  meaning  of  the  work  "supervision."  A great  deal  of 
difference  of  opinion  was  expressed  concerning  the  border 
line  between  tlje  supervisory  and  the  managerial  duties  of 
a foreman.  The  difficulty  seemed  to  hinge  upon  the  fact 
that  the  ordinary  conception  of  supervision  is  much 
broader  than  the  one  implied  in  the  so-called  formula 
noted  above.  It  was  pointed  out  that  in  a foreman's  coni- 
ference  the  participants^  usually  express  differences  of 
opinion  over  these  terms.  It  frequently  takes  a great 
many  cases  to  get  the  foremen  to  a point  of  agreement. 


t 


f ih-f 


* 


» 


I 


1 ..>s. 


s po .^r  i 0 i 1 i 1 1 c G , 3vich  as 

( I n s po  c t i riiT  an d t ak i na  o v e r , 

( 

( drans-)orti rjg  to  ntoraac, 

{ 

( xaotoction  -ihilo  in  stox'a^o- 
3 to  cl:  ( 

( kcrioval  irom  Gtoro.ge,  and  tranvSoortaion 
( to  noarovst  opo rating  point. 

( 

( Pro  CO  sacs  of  '.larrafac  taring. . 

( 

f Scrap  and  vankagc. 

koto:  Pho  above  is  -vorlcod  out  cocplotely 

in  the  appendix  of  Bulletin 


The  Tv;o  ./ays  of  .Discharging  Posponsibili tics 

Phe  only  t'/o  knonn  v/ays  of  discharging:  a 
respo.nsibili ty  v/oro  listed  out  as  follows: 

1,  By  acting 

2.  By  reporti.ng  to  proper  part:y  in  the 

organization. 

A discussion  ensued  as  to  the  responsibilities  of _ 
the  fore’.mri  in  the  case  of  receiving  inferior  material. 

It  was  brought  out  that  foremen  rarely  buy,  or  pass  upon 
materials,  etc, 

\7ould  a foremen's  conference  travel  along  the  same 
linos  as  this  confer once? 

The  difference  between  this  group  and  a typical 
group  of  foremen  lies  in  the  fact  that  while  this 
group  discusses  abstract  principles  largely,  the 
foromon  thin-c  concretely  and  usually  confiruj  the 
discussion  to  their  owni  jobs.  In  further  dis- 
cussing the  forunan's  responsibili ty  legardin^  . 
stock,  an  instance  ■'.^as  cited  as  follows: 

In  a certain  paper  mill  the  foreman  of  the  coating 
roo-.i  discovered  at  1 70  o'clock  one  morning,  that  he  no^-dod 
a barrel!  of  yollo'7  ochre  i recdiatelv,  and  that  there  was 
none  in  stock.  If  ho  did  not  get  it  immediately  it  'would 
moan  stomping  -vork  on  the  present  order,  ’-h  ich  involved 
considerable  loss.  ho  hapxjoned  to  know  that  another  mill, 
eight,  miles  away,  had  th-..  required  icatorial,  so  he  obtained 
a truck  driver  and  wmnt  to  the  nearby  imill  and  broUj-kit  back 
thv.  barimll  of  ochr...  It  'was  felt  in  tnis  instance  that 
this  .fore:ian  " should  have  exercised  i.-iorc  forethought. 


k 


"I 


/ 


fj  t 


The  discussion  reverted  to  the  border-line  be- 
tween .Guporvisory  and  managerial  duties  of  a foroi.ien.  It 
was  stated  that  a foreman  might  v;alk  through  the  shop  and 
discover  that  everything  was  going  as  well  as  could  be  ex- 
pected, Ho  is  merely  gathering  information,  but  ho  is 
discharging  his  supervisory  function.  If  ho  finds  something 
that j needs  adjustment  there  is  a need  for  him  to  go  over 
into ' the  managerial  stage  in  correcting  it. 

At  this  point  Mr.  Cushman  drew  an  a,nalogy  betv/ocn 
the  afore  mentioned  diagram  concerning  stock  and  an  oven-ing 
school.  Kg  likened  the  pupils  to  raw  material  and  the  fore- 
m.an  to  a teacher.  He  then  discussed  the  relation  of  tho 
teacher  to  such  responsibilities  as  v/ore  before  listed. 


Since  certain  members  of, the  conference  were  not 
yet  ready  to  accept  the  limitations  placed  upon  the  term 
"supervisory  responsibility",  Mr.  Gushm.an  asked  for  a dif- 
ferent arrangomont  that  would  bo  satisfactory.  One  of  tho 
members  present  suggested  the  following; 

First  Step:  Foreman  gets  information  as  to  job- 
getting orders  - incoming  instruc- 
tions . 


Second  Step: 
Third  Step; 
Fourth  Step: 


Managerial  problem  of  what  and  ho7/. 

Instructional  problem. 

Lastly  the  foreman  go^s  around  and 
supervises . 


Ho  objection  was  raised  to  this  classification, 
and  it  was  pointed  out  that  regardless  of  any  such  devices 
the  thing  that  is  being  sought  is  the  promotion  of  think- 
ing. 


Quo s . Is  it,  therefore,  worth  while  to  try  to  classify 

their  supervisory  and  managerial  functions? 

Ans , (By  Mr,  Cushman)  I would  not  try  to  put  over,  or 
discuss  any  device  or  idea  that  did  not  appeal 
to  me  as  being  logical.  I would  never  cram,  a 
definition  dov/n  their  throats.  My  own  feeling 
about  tha  arrangement  of  supervisory  and  manager- 
ial duties  is,  that  after  giving  the  matter  con- 
siderable thought,  I have  not  been  able  to  arrive 
at  a better  plan.  If  the  foreman  does  not  accept 
this  it  is  all  v/oll  and  good.  The  so-called  for- 
mula could  be  omitted  and  a discussion  of  cases 
taken  up  after  the  following  fashion: 


Errors  Causes 

T 


Remedies 


^ Cost  elements 


i 


\ 

J 

I 


58 


iVodnosday,  October  25,  1922 » 


The  following  diagram  shov/s  the  possible  dis- 
tribution of  direct  questions,  overhead  questions,  and 
discussion;  This  is  typical  of  a series  of  conferences 
and  also,  to  some  degree,  of  individual  conferences. 
(Taken  from  Page  18,  Minneapolis  Report) 


Progress  of  Conference 

Reference  was  made  at  this  point  to  Page  21  in 
the  Minneapolis  Report,  where  are  listed  seven  points 
v/hich  ^ould  be  kept  in  mind. 

The  leader  should  be  careful  to  steer  away  from 
any  attempt  to  settle  company  policies. 

At  this  point  there  was  distributed  205-A,  "Partial 
Analysis  of  Supervisory  Responsibilities."  It  was  pointed 
out  that  sheets  such  as  these  may  be  given  out  to  foremeni, 
but  that  it  is  better  not  to  have  them  returned  to  the  con- 
ference leader.  The  greatest  danger  in  using  form  305-A.is 
in  hanging  on  to  it  too  long.  It  is  an  "opening-up"  device. 
One  of  its  chief  values  lies  in  its  suggestiveness  - in  its 
thought  provoking  qualities. 

The  conference  leader  suggested  that  it  might  be 
highly  desirable  to  study  and  compare  the  various  mimeo- 
graphed reports  that  have  been  issued  on  the  subject  of 
foreman  training.  Nearly  4ill  of  them  start  with  topics  in- 
volving human  interest  factors. 


59 


At  this  point  there  v/ere  distributed  «.  nrtjuher 
of  blanks  covering  such  matters  as  "Departmental  .:'‘ob 
Analysis"',  "Operations  in  Working  Jobs",  "Operating 
Points  in  Operations",  and  "V/orking  Jobs  in  Departmental 
Jobs."  Forms  used  by  the  Vocational  Bureau  of  the 
Pennsylvania  State  Department  of  public  Instruction 
at  the  Haramerraill  Plant  v/ere  passed  out. 


Auxiliary  Instruction  Material 

{Checking  forms  ("Laundry  lists") 
Forms  (Analysis  forms 
(Reporting  forms 


Cases 


(Samples  from  other  plants 
( Hypothetical 

(Plant  (Better  if  supplied  by  the  men) 


Questions  x \ (General  agreement  on  definite 

N / (answers  expected. 

Points  for  Discussion  (Questions  not  intended 

( to  secure  definite 
( answers  - but  useful 
( in  promoting  discussion. 


Notes  for  follow-up  rather  than  advanced  study. 


At  this  point  there  was  a discussion  on  job 
analysis  for  determining  the  supervisory  value  of  the 
job.  (Misc.  305-A) 

It  was  mentioned  that  school  men  sometimes 
over-estimate  the  need  for  instruction  in  plants,  and 
that  on  the  other  hand  plant  executives  sometimes 
underestimate  the  amount  of  training  needed,  It  is 
well  for  both  to  work  together  in  developing  educational 
programs  for  plant  men. 

At  this  point  the  discussion  led  off  into  the 
aims  and  purposes  of  general  education  versus  vocational 
education.  Mr.  Cushman  gave  an  interesting  discussion 
commenting  on  the  following  three  topics: 

(Information  and  appreciation 
General  Education  (Team  work  - Citizenship  (Play 

the  game ) 

Economic  - (Some  people  say  that  this  is  not  the 
concern  of  public  Education.  ^jThatever  it  is,  it 
needs  to  be  taught.  When  a person  obtains  a job 
he  has  to  learn  how  to  do  it.  This  learning 
process  is  going  on  all  of  the  time  in  industry 
and  is  a direct  charge  upon  society) 


, 9 { 


> j 

c 

n'r 


.1. 


a 


-•  60  *• 


It  was  pointed  out  hov/  the  schools  v;ar«  orig«» 
inally  vocational  in  their  intent.  Emphasis  waa  IHaei 
placed  upon  the  fact  that  the  attitude  of  the  people  in 
general  education  is  x’ital  to  the  success  of  vocational 
education,  and  that  there  should  he  a closer  oo-operation 
and  understanding  between  the  persons  charged  with  these 
activities. 

Industrial  education  represents  a social  con- 
sciousness of  economic  needs. 

At  this  point  there  was  distributed  a mimeo- 
graphed sheet  on  "Giving  Orders." 

A discussion  ensued  on  the  comparative  value 
of  "points  for  discussion"  versus  a list  of  questions. 

The  term  "points  for  discussion"  is  used  for 
those  forms  of  questions  that  raise  one  or  more  problems, 
and  that  cannot  satisfactorily  be  answered  off-hand  by 
"yes"  or  "no." 

Reference  was  made  to  Bulletin  #36,  Part  2, 
and  the  fact  that  it  contains  "follov;-up"  notes.  These 
are  of  special  interest,  because  there  is  not  at  the 
present  time  very  much  of  such  material  available.  The 
suggestion  was  made  that  members  of  the  group  present 
could  make  a considerable  contribution  by  producing  some 
of  this  type  of  material. 

It  v/as  stated  that  the  purpose  of  distributing 
the  mimeographed  sheets  to  this  group  was  to  show  types 
of  material  that  has  been  found  useful.  In  each  case 
these  sheets  have  been  developed  in  actual  practice 
rather  than  from  a theoretical  standpoint, 

I 

Copies  of  Miscellaneous  305-A  were  distributed 
at  this  time,  covering  the  subject  of  "The  Analysis  of 
Cases  on  the  Managerial  Use  of  Interest." 

It  v/as  stated  that  Bulletin  #36,  Part  1,  was 
intended  for  the  use  of  conference  leaders,  and  that 
Part  2,  had  been  developed  as  follow-up  notes.  It  haa 
been  found  useful  in  conferenoes  to  take  the  staples 
out  of  Part  2 and  use  a few  pages  at  a time.  It  is 
proper  to  use  these  Bulletins  in  any  v;ay  that  individuals 
may  see  fit,  since  no  Government  material  is  copyrighted. 

It  was  stated  that  Bulletin  #61  has  to  do  with 
certain  phases  of  foremanship,  and  that  in  the  back  of 
the  publication  there  is  a rather  complete  "Laundry  list." 

Mimeographed  Bulletin,  Misc.  306,  was  distrib- 
uted for  further  use  by  conference  leaders.  It  was 
stated  that  this  material  had  been  developed  by  Mr,  Allen 
and  others,  and  that  it  was  related  to  his  book  called, 
"The  Instructor,  the  Man,  and  the  Job." 


61 


At  this  point  the  meeting  partook  the  nature  of 
a demonstration  conference.  The  mineographed  sheet, 
"Joints  for  Discussion  on  Leadership”,  was  used  as  the 
basis  for  discussion. 

1.  A foreman  is  popular  with  his  men  because  he  is 

a ’^ood  mixer".  Does  this  mean  that  he  is  a 
good  "leader"?  Why? 

Discussion  of  a good  mixer  ^-ersus  the  array 
officer.  Mixing  does  not  mean  undue  fa- 
miliarity, but  rather  good  feeling,  etc. 

2.  A foreman  is  noted  for  being  quick  tempered  and 

for  "blowing  up"  easily  and  often  bav;ling  out 
his  men  vh  en  they  don’t  deserve  it.  He  is 
always  sorry  for  it  afterwards  and  tries  to 
straighten  things  out.  Can  he  be  a good 
leader?  V/hy? 

Ho,  because  he  cannot  control  himself.  He 
loses  prestige  when  he  tries  to  explain  and 
straighten  things  out. 

At  this  point  the  leader  started  to  list  out  on 
the  board  the  desirable  qualities  in  foremen. 
This  was  added  to  as  the  conference  advanced, 
and  included  such  points  as  here  listed; 

Hot  too  snobbish 

Hot  too  familiar  with  his  men 

Temper  under  control 

Ability  to  inspire  confidence, 

( including  square  deal) 

(a) )  With  regard  to  personal  qualities. 

(b)  V/ith  regard  to  ,30b  knov/ledge. 


note;  Later  during  the  progress  of  the  con- 
ference a vote  was  taken  as  to  which 
was  most  desirable  in  the  above  list 
It  was  unanimously  agreed  that 
"Ability  to  inspire  confidence  and  to 
give  a square  deal"  v/as  of  major  im- 
portance. Mr.  Cushman  said  that  thi 
vms  nearly  always  the  result  in  fore 
men's  conferences. 


3.  A general  foreman  is  very  arbitrary  in  dealing 
with  his  subordinates.  He  is  the  type  of  man 
that  "v/ants  no  excuses."  He  is  square.  Can 
he  be  a leader  for  his  subordinates?  vVhy? 


H 

I 


{ 


62 


A good  loader  should  always  make  it  possible 
for  his  men  to  get  ideas  across  to  him,  IIov;- 
ever,  thero  comes  a time  when  arbi trariness 
seems  to  be  justified  in  cases. 

A discussion  on  loyalty  ensuod  at  this  point. 

4^  A certain  foreman  was  instructed  to  bring  a report  to 
his  superior  at  four  o'clock.  He  brought  it  at  a 
quarter  to  four  and  his  superior  refused  to  take  it 
saying:  "vYhen  I say  four  o'clock  I mean  four  o'clock. 

He  gave  no  reason  for  standing  on  the  exact  time. 

VTould  such  an  attitude  tend  to  increase  his  leader- 
ship with  his  subordinates?  VJhy? 

A display  of  authority  was  conceded  to  be 
"poor  stuff." 

5.  A foreman  in  a certain  plant  was  noticed  as  having  his 

men  continually  coming  to  him  for  advice  about  their 
private  affairs.  Ho  advised  them  as  to  investing 
their  money,  fixed  up  rows  betv/een  husband  and  v\;ife, 
etc.  Did  this  situation  increase  or  decrease  his 
position  as  a leader  of  his  men?  Why? 

A great  deal  of  discussion  centered  around  this 
point.  It  was  the  consensus  of  opinion  that 
a good  foreman,  ivho  has  the  respect  of  his  men 
is  likely  to  have  all  sorts  of  family  matters, 
etc.,  called  to  his  attention  for  attempted 
adjustment.  One  of  the  industrial  men  present 
cited  several  instances  of  adjusting  domestic 
matters  for  his  men.  This  point  for  discussion 
seemed  to  be  very  productive  of  results  and  is 
likely  to  take  fifteen  or  twenty  minutes  of  the. 
time  of  the  conference. 

6.  Gan  a man  be  a leader  of  his  team  and  be  a strong  dis- 

ciplinarian? Why? 

A strong  disciplinarian  uses  fairness  and  firm- 
ness, and  has  the  saving  grace  of  knov;ing  v;hen 
to  overlook  certain  things.  It  vms  pointed 
out  that  many  people  regard  discipline  from 
the  angle  of  supervision  or  punishment. 

An  incident  vras  related  of  tv/o  men  v;ho  left 
their  work  to  attend  a conference.  One  v/as  a 
loud  mouthed,  self-assertive  sort  of  fellow, 
and  the  other  was  of  a very  quiet  type.  After 
the  conference  had  been  under  way  for  four 
days  the  noisy  fellov/  dropped  out  and  went 
back  to  his  work,  because  it  was  found  that 
the  place  went  to  pieces  in  his  absence.  In 
the  case  of  the  quiet  man  it  was  found  that 
his  department  ran  even  smoother  than  usual. 

A discussion  then  took  place  as  to  what  consti- 
tuted discipline. 


I? 


i 

, I 


- C3  - 


7,  A certain  foreman  was  noted  as  a ’’driver”.  He  got 
more  work  out  of  his  men  than  any  other  foreman  in  the  plant 
where  ho  v/as  employed*  He  v/as  absolutely  square,  in  all  his 
dealings  v/ith  his  men  but  would  have  nothing  to  do  with  them 
outside  of  the  plant  business.  Is  he  likely  to  be  a leader? 
V/hy? 

This  man  was  the  old  type  of  leader.  V/hile  he 
might  get  more  work  for  a time  the  improvement 
would  not  be  likely  to  be  permanent. 

The  question  of  whether  the  personal  neatness  of 
a foreman  has  any  influence  on  the  men  under 
him  was  discussed,  and  incidents  related* 

Ques*  (By  Mr.  Cushman)  In  an  actual  conference  would  you 
use  this  illustration  to  get  the  men  to  brush 
their  clothes,  shoes,  etc? 

This  question  brought  out  the  story  of  how  a 
certain  man  in  a shop  conference  had  gone 
home  at  noon  and  dressed  up  in  his  best 
clothes  before  his  turn  came  to  put  on  a 
practice  teaching  Job,  The  attitude  of  the 
men  embarrassed  him  considerably.  After 
considerable  discussion  it  ?/as  pointed  out 
that  an  outside  man  going  into  a plant  t© 
lead  a conference  should  be  careful  not  to 
arouse  misconceptions  concerning  the  desira- 
bility of  certain  factors,  as  being  appro- 
priately dressed  in  relation  to  their 
every-day  v/ork. 

There  ensued  a discussion  on  the  merits  of 
foremen  versus  forewomen  over  v7omen  help. 

This  seemed  to  be  a good  topic  and  called 
for  considerable  discussion, 

8.  >Can  a foreman  who  does  not  plan  his  work  in  advance 
be  a good  leader?  Why? 

A foreman  should  plan,  after  some  fashion,  for 
the  most  obvious  things  concerning  his  Job. 

It  v;as  thought  to  be  better  to  plan  even  if 
the  plans  were  upset  to  some  extent.  For  ex- 
ample, suppose  a man’s  plans  call  for  the  oon- 
timuous  use  of  a certain  machine  for  the  next 
day's  production.  If  that  machine  should 
break  down,  his  original  plan  would  be  upset. 

This  called  for  a discussion  of  emergency 
supervision. 

Ques ♦ Would  you  say  that  ability  to  plan  ahead  is  a 
quality  of  leadership? 

Ans.  Yes. 


64 


The  follovdng  cases  wore  taken  from  supplement 
to  Mi sc.  305;  "Points  for  Discussion  - Leadership.” 

1.  A foreman  sav/  a v/orlonan  with  a bucket  of  v/ater 

trying  to  put  out  a fire  which  had  started  in 
some  nitrate  of  soda  sacks.  The  water  spread 
the  fire.  The  building  was  of  concrete.  The 
foreman  ran  over  and  slugged  the  v/orkraan  in 
the  jaw,  grabbed  a bucket  of  sand  and  put  the 
fire  out.  He  afterwards  said  that  the  could 
not  take  time  to  tell  the  man  to  stop,  V/as  ^ 
this  good  leadership? 

No. 

2.  A workman  was  making  some  small  parts  on  his  lathe. 

When  he  had  the  first  one  finished  he  called  his 
foreman  to  inspect  it.  The  follov/ing  conversa- 
tion took  place;  The  foreman  said;  "This  is 
just  a little  bit  too  large,"  The  worlonan  said: 
"Well,  I will  take  another  cut,"  The  foreman 
said;  "No,  donit  do  that,  you  have  it  as  near 
as  you  can  get  it."  The  workman  said:  "IThy 
didn*t  you  say  so  in  the  first  place?"  Is  thi.s 
good  leadership?  \/hy? 

The  foreman  might  be  justified  in  this  con- 
clusion if  he  knew  that  that  particular 
lathe  \?as  in  such  shape  that  another  cut 
might  mean  getting  the  piece  under  size. 

3.  A superior  has  several  subordinates  working  under 

him.  One  man  is  continually  doing  things  of  which 
the  superior  disapproves.  Instead  of  taking  it  up 
with  him  individually,  the  superior  gives  all  of 
his  men  a "call  down".  Is  this  good  leadership? 
Why? 

Poor, 

4.  A worlonan  made  a mistake  on  a job  and  the  superin- 

tendent came  to  the  man’s  foreman  demanding  to 
know  who  did  it.  The  foreman  took  the  blame. 

Did  he  do  the  right  thing? 

All  right. 

A discussion  took  place  at  this  point  as  to  whether 
the  foreman  would  be  a better  leader  if  he  jumped  in  and 
led  the  way  in  doing  the  actual  vo  rk.  A difference  of 
opinion  existed  between  the  industrial  men  present.  V/hile 
a few  of  the  men  felt  that  the  foreman  ^ould  either  get 
in,  or  make  it  evident  to  the  men  that  he  v/as  not  sending 
them  where  he  v/ould  not  go,  the  others  thought  that  it  was 
not  necessary  to  do  this,  provided  the  men  had  been  apprais- 
ed in  advance  that  they  v/ere  getting  into  some  particularly 
dirty  work. 


C5 


Ques . In  the  rougher  sort  of  lobs,  hovj  about  the  ability 
of  the  foreman  to  ’’lick”  everybody  under  him. 

The  discussion  brought  out  that  if  a foreman 
strikes  a man  on  company  property,  thereiis 
likely  to  be  a damage  suit  against  the 
company. 

In  discussing  qualities  of  leadership  it  was  stated 
that  the  soldiers  during  the  V/orld  War,  in  voting  on  traits 
most  to  be  condemned,  placed  ’’Cowardice"  and  "Big-headedness" 
at  the  head  of  the  list.  In  this  connection  it  vjas  brought 
out  that  the  type  of  situation  in  which  a man  finds  himself 
colors  his  attitude  toward  such  matters,  and  that  in  an  in- 
dustrial plant  such  a vote  would  probably  not  bring  out  the 
same  results. 


Mr.  Cushman,  as  conference  leader,  at  this  point 
brought  out  the^factthat  the  discussion,  and  the  conclusions 
reached  in  considering  the  afore  mentioned  list,  which  had 
now  been  completed,  had  been  entirely  furnished  by  the  men 
present,  and  that  the  leader  had  not  directly  contributed  a 
single  point,  but  had  led  the  men  to  contribute  out  of  their 
ovm  experience.  This  he  held  to  be  a very  good  example  of  a 
conference,  and  ^owed  a contrast  to  a class  in  which  you 
teach  the  men,  by  direct  methods,  what  they  do  not  already 
know. 


Points  for  discussion  are  not  necessarily  questions 
v;hich  call  for  a definite  answer.  It  is  not  necessary  to 
get  a definite  answer,  and  often  avoids  trouble,  because  the 
leader  is  not  placed  in  the  position  of  saying  to  one  man 
that  he  is  wrong  and  to  another  that  he  is  right. 

The  remainder  of  the  day  was  taken  up  with  a dis- 
cussion of  follow-up  aspects  which  ould  supplement  the 
intensive  foreman  training  cours-e. 

Dr,  Smith  was  asked  to  outline  his  ideas  regarding 
the  v;ork  in  his  field.  He  stated  that  the  first  step  would 
be  the  putting  on  of  an  actual  conference,  in  charge  of  a 
skilled  leader.  The  plant  in  which  this  will  be  done  has 
not  yet  been  determined.  He  preferred  the  idea  of  putting 
on  one  conference  that  was  small  enough  and  close  enough  to 
the  men,  the  management,  and  the  school  to  act  as  an  enter- 
ing v/edge.  He  considered  the  success  of  this  first  confer- 
ence to  be  absolutely  vital.  He  expects  to  have  two  or 
three  representatives  there  to  be  trained,  with  possible  a 
follow-up  of  another  conference,  in  order  that  his  men  may 
be  able  to  start  in  to  train  conference  leaders.  He  prefers 
this  method  to  one  in  which  you  might  start  ten  conferences 
at  the  same  time  in  one  of  the  big  steel  companies. 


66 


After  this  oonforenco  had  been  held,  and  been  a 
snocoss,  he  felt  that  other  business  men  v/ould  be  more  im- 
pressed than  they  would  be  if  he  she  aid  ^'o  to  them  ivith  an 
untried  proposition.  He  felt  that  he  would  not  care  to 
personally  conduot  the  first  conference,  because  he  wished 
to  be  in  a position  of  defending  the  conference  idea  rather 
than  hi*.iself  as  a conference  leader, 

Mr.  Dennis  suggested  that  the  men  from  industry 
submit  their  ideas  in  connection  v/ith  the  whole  matter. 

Comment  ( 3y  Mr.  Kluf kee , of  the  A.  M.  Collins  Manufactur- 
ing Company,  Philadelphia)  lie  have  had  the  in- 
tensive conference  under  Dr,  Struck,  and  it  is 
now  my  purpose  to  go  back  and  continue  the  work 
v/hich  he  started*  I am  interested  in  knov/ing 
just  what  my  next  step  ought  to  be. 

Mr.  Dennis  asked  that  this  question  be  discussed 
at  length  in  the  remaining  sessions  of  this  con- 
ference, and  made  it  clear  that  it  was  the  desire 
of  the  schools  to  get  the  ideas  of  the  men  in 
industry  to  help  in  formulating  plans,  and  that 
he  did  not  desire  that  they  merely  assent  to  the 
plans  of  the  schools  after  they  had  been  already 
formulated. 

Comment  (By  Mr,  Bingman  of  the  Pennsylvania  Railroad  Co.) 
Mr,  Bingman  was  interested  to  knov/  how  the 
schools  could  insure  a better  product  out  of 
v;hich  their  future  foremen  could  be  made.  He 
felt  that  the  boys  v/ho  were  coming  to  him  from 
the  schools  had  a need  of  a broadening  out  and 
an  appreciation  of  what  it  means  to  dP  a day's 
work, 

Ques,  (To  Mr,  Bingman)  How  far  have  most  of  these  boys 
been  in  school  when  you  get  them? 

Ans , vBy  Mr,  Bingman)  Many  of  them  have  been  through 
High  School,  but  while  mentally  developed  they 
apparently  need  something  which  they  are  not 
getting, 

Ques , Is  it  the  change  from  the  surroundings  of  the 

school  to  the  surroundings  of  the  shop  that  seems 
to  be  the  difficulty? 

This  question  brought  out  the  fact  that  boys  out 
of  school  sometimes  have  incorrect  notions  re- 
garding  conditions  and  requirements  in  industry, 

Mr.  Earrjtt,  of  the  Westinghouse  Company,  said 
that  this  topic  was , such  a big  one  that  It  could 
not  possibly  be  discussed  in  the  few  minutes 
available.  He  felt  that  it  would  take  a week  to 
go  over  the  matter  properly. 


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67 


Mr.  Evans  injected  the  question  as  to  v/hether 
there  is  a sixteen  to  eighteen  year  compulsory  apprentice 
field.  This  question  was  held  over  because  the  conference 
had  already  run  over  time. 

Mr.  Bingman  emphasized  that  he  was  in  no  way 
criticizing  the  schools. 


Thursday,  October  26,  1922 


Mr,  J,  C,  IVright,  Director  of  the  federal  Board 
for  Vocational  Education,  addressed  the  conference  for  a 
short  time,  and  presented  figures  to  show  the  present  scale 
of  expenditures  for  the  variaus  kinds  of  vocational  educa- 
tion in  the  United  States.  These  figures  v/ill  be  included 
in  the  Annual  Report  of  the  Federal  Board  for  Vocational 
Education,  and  only  a few  comparisons  are  given  here. 

A Comparison  of  the  Expenditures  of  the  Federal 
Board  for  Vocational  Education  for  1921  -1922. 

A Comparison  of  the  Expenditures  of  the 
Federal  Board  for  Vocational  Education  for  1921-1922. 


Totals 

Evening 

Part-time 

All -day 

Extension 

prepara- 

tion 

Contin- 

uation 

Totals 

100^ 

9% 

52,5% 

38.5fo 

21.7^ 

30»8n 

Agriculture 

j 10.6^ 

■7.5% 

Trade  & Ind, 

53*9^ 

-l3fo 

8.7^ 

30.81 1 27.4^ 

Home  Economic 

3 35.6^ 



22fo 

10% 

— 

3.6% 

Here  Mr»  Cushman  raised  the  question  with  Mr. 

V/right  as  to  where  he  thought  we  were  going  in  the  matter  of 
foreman  training.  Mr.  v/right  stated  that  it  was  the  function 
of  the  Federal  Board  for  Vocational  Education  to  be  constant- 
ly on  the  lookout  for  problems  involving  vocational  educationj 
which  may  be  studied  for  the  purpose  of  furthering  desirable 
types  of  instruction.  When  it  is  within  the  resources  of  the 
funds,  provided  for  carrying  out  the  Smith-Hughes  Act,  monies 
are  made  available  to  the  States  for  the  carrying  on  of  the 
work. 


68 


As  to  the  future  of  the  foreman  training 
conference  idea,  he  believes  that  progress  v/ill 
eventually  be  made  to  the  point  v/here  industry 
itself  will  assume  the  greater  part  of  the  respon- 
sibility for  training  of  foremen.  This  v;ill  be 
especially  true  when  the  plants  are  large  enough  t 
to  provide  d'roups  of  a size  that  will  vjarrant  in- 
dustry in  carrying  facilities  for  doing  the  work 
itself. 

Workmen  become  foremen  over  night  vjith 
no  idea  of  the  responsibilities  of  the  nevi  job. 
Some  training  would  better  the  condition  of  new 
foreman  to  a marked  degree.  In  fJonducting  a con- 
ference v/here  the  men  are  already  in  jobs  as 
foremen  it  will  be  found  that  they  learn  a great 
deal  by  the  trial  and  error  method.  If  a confer- 
ence is  held  with  such  a group,  the  conference 
method  should  work  very  well.  It  is  difficult, 
howev^er,  to  use  this  method  so  successfully  in 
training  prospective  foremen. 

The  I’ederal  Board  is  in  a position  to 
loan  its  experience  to  the  States.  Mr.  Wx’ight 
cited,  as  an  example,  the  fact  that  Mr.  Cushman 
is  now  conducting  a conference  for  Pennsylvania. 
The  next  logical  step  is  for  the  State  to  take 
up  the  work  and  carry  it  through  the  intensive 
conference  stage  in  industry  before  turning  it 
over  for  them  to  continue.  He  drew  an  analogy 
between  the  follow-up  program  for  foremen,  and 
the  teaching  on  probation  which  a normal  school 
student  does  for  two  years  after  graduation.  He 
stated  that  the  conference  merely  starts  the  fore- 
man, and  that  some  agency,  the  company  or  another, 
must  take  over  a definite  procedure  of  follow-up 
wo  rk . 


As  an  illustration  of  such  a program  he 
referred  to  a conference  held  in  the  coal  regions 
of  a certain  State.  The  State  Superv^’isor  had  re- 
quested that  the  federal  Board  put  on  a conference 
for  four  coal  companies.  There  were  sixteen  men 
who  Spent  two  weeks,  of  six  hours  a day,  in  this 
conference,  and  that  the  attendance  throughout  was 
almost  100%,  The  four  companies  then  v/ished  to 
carry  on  the  work  beyond  this  stage,  and  each  com- 
pany had  its  own  idea  as  to  how  it  desired  to  pro- 
ceed. One  of  them  proposed  to  procure  a ^5,000 
man  who  v/ould  take  charge  of  the  program.  Another 


69 


one  wished  to  utilize  an  inside  man.  Before  doing 
so,  hov/ever,  the  latter  \7ished  to  put  on  an  inten- 
sive program.  For  three  weeks  there  v/ere  two 
groups  handled  after  this  manner,  the  Superinten- 
dents in  the  morning,  and  the  foremen  in  the  after- 
noon. At  the  end  of  this  period  plans  -were  worked 
out  for  other  conferences  within  the  concern,  and 
since  that  time  they  have  completed  five  such  con- 
ferences, consisting  of  twelve  to  fifteen  men  each, 
and  in  addition  have  put  in  evening  school  facil- 
ities for  the  men.  The  evening  classes  were  taught 
by  the  assistant  conference  leaders. 

As  a result  of  the  conferences  the  fore- 
men get  the  idea  that  they,  as  \7ell  as  the  men, 
Should  have  trade  extension  training,  v/hich  reveals 
an  additional  educational  value  in  the  v;ay  of  a 
by-product. 

In  concluding  his  remarks  Mr.  ./right 
stated  that  he  believes  it  la.  very  much  better  to 
proceed  slowly,  and  to  be  sure  of  the  ground  before 
going  too  far.  He  thought  it  best  to  sell  the  pro- 
position to  one  company  first  and  then  proceed  to 
build  up  from  such  a beginning.  At  the  present 
time  there  is  a lack  of  conference  leaders.  There 
is  plenty  of  good  material,  but  it  takes  conference 
experience  to  get  a person  properly  launched  in  the 
work. 


inGtructors- 


71  - 


The  discusaion  at  this  point  reverted  to  a con- 
sideration of  r;ays  and  moans  of  putting  on  a follow-up 
program.  It  v;as  stated  that  conferences  should  not  be 
multiplied  to  a point  in  any  plant  where  it  would  mean 
just  going  through  the  motion  of  holding  the  meeting.  It 
was  stated,  however,  that  if  the  objectives  have  been 
properly  brought  before  the  foremen,  there  is  slight  like- 
lihood of  running  out  of  suitable  material  for  future  con- 
ferences. I’rom  time  to  time  there  should  be  a necessity 
for  conferences  between  the  educational  director  and 
department  heads  to  confer  about  educational  matters  in 
the  plant. 


V/hen  technical  courses  are  provided  as  part  of 
the  follow-up  program,  efforts  should  be  made  to  enlist 
the  co-operation  of  the  public  schools,  which  have  funds 
and  facilities  for  conducting  evening  trade  extension 
classes . 


At  this  point  a tentative  layout  of  the  job  of 
the  plant  educational  director  was  placed  upon  the  black- 
board. It  is  an  adaptation  of  Plan  E,  as  before  noted  in 
this  repor,t.  (See  layout  on  Page  70). 

The  question  was  raised  as  to  v/hether  or  not 
conference  groups  might  be  increased  in  size  so  as  to  in- 
clude more  than  twenty  persons  in  a single  conference. 

The  consensus  of  opinion  was  that  tv/enty  is  about  the 
maximum  number  for  foremen  unfamiliar  v/ith  the  "conference" 
method  of  foreraanship  training,  but  that  after  theije  fore- 
men have  had  this  experience  larger  conferences  may  be 
organized  for  purposes  of  follow-up  instruction.  There  is 
danger  in  making  these  groups  so  large  that  they  v/ill 
hinder  free  expression  on  the  part  of  those  participating. 

At  the  request  of  the  leader,  Mr.  Ash  outlined 
briefly  the  Philadelphia  plan  of  foreman  conferences.  He 
stated  that  an  initial  difficulty  was  found  in  the  fact 
that  they  had  but  few  leaders  and  a great  many  men.  As  a 
result  of  this  situation  they  first  tried  handling  large 
groups,  and  were  not  impressed  as  to  the  value  of  such 
procedure < 


Mr.  Bingman,  of  the  Pennsylvania  Railroad  Com- 
pany, stated  his  experience  with  large  groups.  He  found 
that  twenty-five  or  thirty  men  constituted  the  maximum 
for  a successful  discussion  group.  His  plant  had  tried 
the  idea  out  with  larger  groups  and  considered  them  not 
altogether  successful. 

At  this  point  an  interesting  diagram  was  placed 
upon  the  board  by  Mr,  Cushman  td  illustrate  the  performance 
curve  of  a conference  leader  in  attempting  to  attain  his 
objective.  He  illustrated  the  idea  by  considering  the 
course  a man  would  sail  from  Cape  Cod  to  Cape  Race. 


72 


He  finds  v/ith  varying  winds  and  conditions  that  he  is 
constantly  diverted  from  his  coarse.  His  objective  is 
to  reach  Gape  Race,  and  he  frequently  takes  ohservations 
to  see  how  far  off  his  course  he  lias  blown.  He  is  not 
in  a particularly  bad  nay  so  long  as  he  realizes  just 
hov.'  far  off  the  course  he  is  and  as  a result  changes 
his  tactics  in  order  to  constantly  drav/  nearer  to  his 
objective.  It  inight  be  necessary  for  him  to  tack  back 
and  forth  in  order  to  make  progress  against  an  unfavor- 
able wind.  'Tith  each  tack  he  comes  nearer  to  the  goal. 
So  long  as  he  maintains  progress  toivard  the  goal  he 
feels  no  concern,  but  he  would  certainly  need  sympathy 
if  he  should  get  half  way  to  his  objective  and  then 
start  to  sail  around  in  a circle.  In  o,ttempting  to  got 
back  on  his  course  he  might  go  off  at  a tangent  and 
strike  the  rocks.  This  is  a rather  good  analogy  to  the 
conducting  of  a conference. 

Rocks 


Oue s . Is  there  any  industrial  man  here  whose  plant  uses 
trade  tests? 

Ans . Ilo . It  was  stated,  hov;ever,  that  the  printing 
trade  in  Baltimore  uses  some  sort  of  a trade 
test,  and  that  the  Curtis  Publishing  Company 
utilizes  a manuscript  reading  test  for  en- 
trance into  the  composition  department. 


■>’1 


'■'.f 


.if- 


73 


It  wae  'brought  out  that  in  order  to  have  teste 
v;hich  are  efficient,  each  plant  and  each  department  in  a 
plant  will  have  to  develop  tests  to  meet  the  peculiar 
conditions  of  the  employijient . It  was  also  stated  that 
tests  are  chiefly  valuable  in  handling  men  who  have  already 
become  employes,  and  v/hom  the  management  may  wish  to  shift 
to  positions  of  higher  responsibility. 

Ques . '.7ould  you  announce  in  your  plant  that  there  is 
going  to  be  a class  formed  for  prospective 
foremen,  and  invite  any  v/ho  desire  to  enter  the 
class? 

Ans . No.  It  is  probable  that  the  selecting  of  future 
foremen  would  be  a direct  concern  of  the  em- 
ployment department,  or  of  some  others  defin- 
itely responsible  for  selecting  the  proper  men. 

Dr.  Smith,  of  the  University  of  Pittsburgh, 
stated  that  he  thought  of  intelligence  undep  three 
headings^  verbal,  mechanical,  and  social.  He  stated 
that  tests  should  be  considered  from  these  three  angles, 
and  that  they  should  be  used  only  as  a check  on  the  con- 
clusions which  have  been  made  from  other  indications. 

At  this  point  there  was  a discussion  of  the 
layout  chart,  and  certain  minor  changes  were  indicated 
•which  it  was  thought  v/ould  add  to  the  value  of  the  device. 

Reference  was  made,  at  this  point,  to  "Notes  on 
the  Training  of  Poremen,"  (September  19E2)  The  seven 
objectives,  which  have  been  set  up  previously  in  this  re- 
port, were  arrived  at  on  the  basis  of  the  analyst  s given 
in  these  notes, 

MfJ.  Harrison,  of  the  Hararaermill  Paper  Company, 
reverted  to  Dr.  Smith's  discussion  of  the  three  kinds  of 
intelligence.  He  stated  that  he  believes  the  attitude  of 
a man  toward  his  work  is  fundamental  when  considering  him 
for  a job  as  foreman.  He  stressed  particularly  the  need 
for  v;hat  has  been  referred  to  as  "Social  Intelligence." 

It  was  stated  that  there  is  available  a wealth 
of  necessary  information  as  to  the  training  of  foreman 
instructors.  Every  state  has  a man  or  men  who  can  fur- 
nish this  service.  More  information  is  being  accumulated 
from  time  to  time  on  the  other  phases  of  handling  con- 
ferences of  executives  and  other  groups. 

Mr.  Klufkee,  of  the  A.  M.  Collins  Company, 
stated  that  his  plant  could  see  satisfactory  results  from 
the  conference  recently  conducted  by  Dr.  Struck  of  the 
Department  of  Public  Instruction.  They  desire  to  put  on 
a follow-up  program,  and  are  seeking  information  as  to 
the  immediate  procedure.  Suggestions  for  such  a follow-up 
program  were  forthcoming. 


t 


\ 


74 


Mr.  Cushman  suggested  that  a period  of  rest  bo 
allowed  between  the  intensive  conference  and  the  inaugu- 
ration of  a follow-up  program,  in  order  that  the  ideas 
presented  in  the  conference  might  have  time  to,  be  thor- 
oualilv  asslirailated. 

*U9S . (By  Mr.  Cushman)  Have  your  foremen  gone  far  in 
job  analysis  - costs  which  they  can  control  - 
and  do  they  have  much  instructing  to  do?  Are 
there  any  technical  courses  the  men  would  be 
interested  in? 

Ans . Dr.  Struck,  in  commenting  upon  Mr.  Klufkee's 
situation,  suggested  that  Bulletin  36 , Vol. 

2,  be  given  to  the  men,  and  that  a committee 
be  appointed  to  make  suggestions. 

Mr.  Harrison  voiced  the  belief  that  the  point 
of  saturation  might  be  easily  reached  in 
presenting  definite  training  to  the  foremen. 

He  suggested  that  a good  follovz-up  program 
could  be  effected  through  the  use  of  foremen’s 
clubs  and  the  other  types  of  activities  men- 
tioned in  the  charts  and  plans  v/hich  appear 
earlier  in  the  report.  He  also  favored  the 
use  of  books  treating  on  the  general  subject. 

In  the  club  it  would  be  possible  to  refer  back 
to  topics  developed  in  the  initial  intensive 
conference.  He  pointed  out  that  it  is  diffi- 
cult to  set  up  a program  here,  because  each 
plant  has  its  ovm  peculiar  conditions,  and 
that  it  is  by  a study  of  these  that  suggestions 
as  to  topics  should  arise. 

Ques ♦ (By  Mr.  Bingman)  Hov;  about  having  men  prepare  a 
paper? 

Ans . (By  Mr.  Cushman)  That  is  a very  good  idea. 

Mr.  Cushman  reiterated  that  it  was  of  no  use  to 
have  a conference  unless  there  should  be  something  to  con- 
fer about.  In  large  organizations  it  is  practically  cer- 
tain that  there  vrould  be  enough  matters  coming  up  constantly 
to  require  conferences.  He  drew  an  analogy  to  his  awn  sit- 
uation in  the  iDederal  Board  where  periodic  conferences  v/ere 
found  to  be  indispensable. 

It  was  related  how'  a certain  foreman  had  a library 
in  a box  outside  his  door.  He  made  a practice  of  loaning 
these  books  out  to  the  men.  He  had  the  names  of  the  men  on 
small  wooden  blocks.  If  a book  v/as  loaned  there  was  a block 
put  into  its  place  to  serve  as  a record.  In  order  to  stir 
up  activity  among  the  men  he  vp  uld  suggest  to  them  that  they 
prepare  certain  topics  for  meetings.  If  they  were  not  pre- 
pared with  the  necessary  information  he  would  suggest  that 
they  refer  to  a certain  book. 


/ I 
t • 


I 


j 


75 


It  ’7as  pointed  out  that  there  are  a number  of  free 
pf^raphlets  that  are  better  than  text  books  v’hieh  could  be 
furnishod  the  men  and  ivhich  vould  be  of  considerable  profit 
in  ihc  orexjaration  of  topics  for  discussion  ixi  their  club 
activities. 

Ques . (by  Mr.  Han  ison)  How  about  buying  foreman  traixii ng 
courses,  such  as  those  published  by  the  Y.  M.  0,  n. , 
and  others? 

Ans . A discussion  brought  out  that  these  are  likely  to 
be  of  some  value. 

It  is  also  possible  to  bring  in  persons  from  the 
outside  to  give  lectures,  and  it  v/ouid  be  compar- 
atively easy  to  find  many  ways,  of  keeping  the 
movement  alive.  It  is  necessary,  ho’wever,  to  keep 
thinking  ahead  in  the  matter,  since  it  is  impos- 
sible to  go  on,  if  your  mind  is  a blank  as  to 
future  possibilities  for  development.  Such  a per- 
, son  would  be  in  the  condition  noted  in  the  sketch 

which  showed  the  man  sailing  around  in  a circle, 

( See  page  72 ) 

Mr.  Evans  related  an  experience  in  which  he  had 
taken  clippings  out  of  trade  journals  and  syste;iat- 
ically  filed  them  for  future  reference.  He  found 
that  he  soon  had  a wealth  of  material. 

Mr.  Cushman  was  of  the  opinion  that  instead  of  the 
Educational  Director  ever  getting  to  the  point  of 
saying  "‘Yhat  am  I to  do?”,  he  will  find  there  are 
so  many  things  coming  up  that  he  cannot  possibly 
make  use  of  them  all  in  continuing  his  program. 

Cue G . (By  Dr.  Hurrell)  iThy  not  get  up  a chart  showing  in 
detail  the  specific  functions  the  Educational 
Director  would  have  to  perform  in  handling  the  pro- 
blem of  foreman  training  and  follow-up? 

Ans . (By  Mr.  Cushman)  The  layout,  as  given  on  Page  70, 
was  developed  specifically  for  such  a case  at  the 
Minneapolis  conference.  A plant  man  wanted  to 
knov;  what  to  do  with  his  iuTraediate ^problem.  Con- 
sequently the  group  charted  out  a comprehensive 
program  for  him  to  follow.  This  layout  has  since 
been  placed  before  similar  groups  for  comment,  and 
there  has  been  practically  a uianimous  opinion  to 
the  effect  that  it  applies  rather  well  to  the  sit- 
uation in  any  plant. 

It  was  here  pointed  out  that  an  outside  man  could 
not  do  all  of  the  things  indicated  in  the  layout 
given.  Mr.  Cushman  said  that  this  layout  was 
ohiefly  valuable  in  v/hat  it  suggested.  It  could 
not  be  taken,  of  course,  as  representing  a ha/rd 
and  fast  plan. 


V'.' 


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fi 

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76 


III  discussing  the  responsibility  of  a public 
schtiol  man  in  adrertising  his  services,  it  was  pointed 
out  thct,t  ho  had  a definite  responsibility  to  distribute 
his  services,  and  to  make  acceptable  his  services  to  the 
plants.  It  was  further  stated  that  industry,  as  a rule, 
is  likely  to  think  of  the  public  schools  as  they  have 
formerly  been  conducted,  rather  than  in  their  present 
situation  of  , helpfulness  and  developed  availability  for 
v/ider  service.  It  was  stated  that  the  whole  matter  re- 
quires purposeful  experimenting.  There  are  a few  examples 
which  can  be  cited,  and  the  most  should  be  made  of  these 
in  attempting  to  tie  up  the  schools  with  industry.  There 
is-  a very  definite  need  in  industry  for  the  services  of 
the  school  men. 


Friday,  October  27,  1922. 


' In  order  to  objectify  the  responsibilities  of  an 

educational  man  in  the  plant,  Mr.  Mann  of  the  hew  Jersey 
Zinc  Company,  indicated  his  relationship  to  the  plant  as 
follows : 


hew  Jersey  Sine  Company 


Educational  Director 


ban 

Ever 

ing 

Corre 

spond- 

ping  Day 

School 

Sch 

ool 

ence 

Course 

Organize tion 
Marwigemont 
Supervision 


For,  Trainin 
for 

(a)  Foreman 

(b)  Asst. 
Foreman 


Organization 
Management 
Supervisi on 
Instruction 


i^e  commended 
for  pro- 
motion 

For 

Helpers 
Mathematic c 
Chemistry 
Business 
English 


Organization 

Management 

Instruction 

Supervision 


Recommended 
for  pro- 
motion 


Promotion  j 
Follow-up  j 


For: 

i 

All 

classes 

of 

work- 

ers  1 

Making 
res-earch- 
es . 

Job 
Analysis 


Selection 

OC 

Placement 

I 

Boys  for  « 
research! 
depart-  | 
ment . 4 


It  was  pointed  out  that  the  training  of  boys  within 
the  plant  affects  the  consumers  of  the  articles  which  that 
plant  produces,  and  that  indirectly  it  is  a charge  upon  society. 
Recognizing  this  to  be  true,  the  question  was  raised  as  to  v/ha-t 
part  of  the  entire  job  of  training  v/orkers  cm  best  be  done  by 
the  industry  and  v;hat  part  can  best  be  assumed  by  the  school. 


)y 


s'- 


< ‘ 


) 


. * ^ 

S r»  , 


/ 


77  - 


It  sedmes  reasonable  to  assume  that  out  of  the  v/hole  job 
of  training  v/orkers  and  future  workers  there  would,  by  the 
very  nature  of  the  case,  be  a certain  portion  that  could 
be  done  by  industry  itself  to  supplement  the  part  that  the 
schools  are  able  to  do  and  that  the  hearty  co-operation  of 
both  is  fundamental. 

In  discussing  foreman  training  Mr.  Harrison,  of 
the  Karniaerraill  Paper  Company,  voiced  the  opinion  that  the 
school  should  not  train  prospective  foremen  with  the  idea 
that  industry  should  absorb  the  product  at  the  end  of  the 
training  period.  He  felt  that  the  logical  waynto  attack 
the  problem  vms  to  start  v/orkmen  at  the  very  bottom  in  the 
plant  and  let  them  gradually  work  up  to  foreman^ ip  status. 

He  further  stated,, upon  questioning,  that  when  he  said  pub- 
lic school  he  did  not  mean  that  the  services  of  the  public 
school  could  not  be  utilized  in  the  industry  itself,  but 
rather  that  he  disfavored  forem0.ii  preparatory  classes  sep- 
arate from  the  plant. 

The  Hammermill  Company  has  put  on  two  conferences, 
vdiich  were  conducted  by  the  public  vocational  officials  of 
the  Federal  and  State  Departments.  Mr.  Harrison  stated 
that  he  would  be  glad  to  have  the  schools  do  more,  but  feared 
that  the  company  itself  v/ould  have  to  do  much  of  the  job, 
since  the  local  schools  were  not  particularly  anxious  to 
undertake  the  v/ork  at  this  time. 

Quos.  (By  Mr.  Cushman)  Is  it  the  function  of  the  public 
schools  to  continue  the  job  of  foreman  training 
until  every  foreman  in  town  is  trained? 

Ans . (By  Mr.  Harrison)  Yes.  He  further  pointed  out  that 
there  is  a special  advantage  in  having  an  outside 
man  conduct  at  least  the  initial  conference,  be- 
cause when  once  the  proposition  is  launched  by  an 
outside  man,  v;ho  naturally  has  a different  type  of 
prestige  in  the  matter,  the  local  people  would 
have  an  easier  time  in  continuing  the  v;ork. 

There  was  an  expression  of  the  idea  that  the  public 
school < as  a neutral  agency,  would  be  better  able 
to  actually  carry  on  some  types  of  training  than 
could  either  organized  industry  or  organized  labor. 

At  this  point  there  was  a discussion  of  part-time 
co-operative  work  in  the  schools  and  plants. 

Mr.  Evans  voiced  the  belief  that  the  first  step  in 
a training  program,  from  the  standpoint  of  the  State  or  local 
authorities  * should  be  to  train  the  foreman  on  his  job.  Jhen 
he  is  once  trained  as  a foreman,  additional  instruction  can 
be  imparted  to  him  on  the  ways  and  means  of  teaching  the  young 
employes  under  him.  It  w/ill  alv/ays  be  necessary  for  a fore- 
man to  teach  certain  fundamental  trade  processes  to  the  young 
employes,  because  no  school  is  equipped  to  teach  such  things 
as  shoe  factory  v/ork,  etc.,  although  some  fairly  good  work 


■ ■ 


'1 


I 


’ / >' 


,1 


70 


has  been  done  in 'such  funaamental  occupations  as  that  of  the 
machinist,  the  |)rint»iir,  wtc.  Ho  further  stated  tnat  tt  is 
impossible  at  any  time  to  get  real  production  conditions  in 
a school, 

Ivir.  Jeffrey  at  xhis  point  stated  v/hat  he  believes 
the  plant  desires  of  a school,  f/fien  an  industrial  establish 
ment  needs  a man  it  can,  of  course,  go  out  and  find  one  that 
has  already  been  trained,  but  it  usually  v/ould  rather  develo 
some  nan  within  its  own  plant.  Industry  is  v;illing  to  give 
up  a certain  portion  of  the  tii.e  of  its  young  employes  in 
order  that  they  may  receive  fundamental  education  in  Llath- 
omatics,  Hnglisli,  and  similar  branches.  There  is  a feeling, 
hov;ever,  that  if  they  release  their  employes  for  instruction 
during  -vorhing  hours  on  full  pay,  they  could  reasonably  ex- 
pect the  public  schools  to  assist  in  the  matter  of  instruc- 
tion. He  also  stated  that  he  oelieves  the  field  of  evening 
training  to  be  soinev/riat  limited  because  of  the  long  and 
arduous  hours  of  eraplo^/ment  that  oxist  in  certain  industries 
He  felt  that  it  \70uld  be  consequently  difficult  to  induce 
men  who  have  homos  that  are  scattered  geographically  and  at 
some  distance,  to  return  for  evening  instruction. 

I.Ir.  I.Iann,  of  the  Hew  Jersey  Zinc  Company,  stated 
that  he  felt  that  industr;/  would  welcome  instruction  in 
related  work,  provided  the  schools  were  equipped  and  willing 
to  assume  this  task. 

gue s . Is  it  the  function  of  uhe  p)ubliG  schools  to  assist 

educate  plant  employes? 

Mr.  Mann,  in  answering  this  question,  felt  that 
as  far  as  the  company  is  concerned,  they  would  be 
glad  to  have  the  pubiio  schools  help  in  any  reason- 
able way.  He  stated  that  personally  he  would 
welcomo  such  services,  but  felt  that  the  teacher 
should  be  a man  selected  from  industry  rather  than 
that  he  be  a man  skilled  onl7y^  in  public  school  work. 

Mr.  Hennis  at  this  point  made  it  plain  that  the 
word  ''school”  does  not  mean  schoolhouse.  He  pointed 
out  that  the  rosponsibili ty  of  the  school  ooitends 
far  beyond  the  walls  of  the  regular  school  building. 

Q,ues . (By  Mr.  Cushman)  Arc  th^re  some  things  the  schools 
can  do  more  effectively  and  others  that  the  plant 
can  do  in  a similar  manner? 

Ans . (By  Mr.  Mann)  The  plant  has  some  ''institutional" 
training  that  it  must  give.  He  then  illustrated 
bv  tolling  how  certain  banking  houses  give  a def- 
inite amiu  it  of  training  to  their  employes.  He 
felt  that  the  schools  have  a field  in  the  matter 
of  training,  hov/over. 


79 


It  was  pointed  out  "by  Mr.  Evans  that  the  hoys  at 
?alraorton  now  get  four  hours  a week  in  the  plant.  He  raised  ' 
the  question  as  to  hov/  much  more  time  the  plant  would  be  will- 
ing to  concede  them  for  further  instruction. 

In  discussing  this,  Mr.  Mann  brought  out  that  tneir 
own  day  school  functions  better  for  the  boys  who  are  labora- 
tory helpers  than  it  does  for  the  plant  boys.  It  v;as  pointed 
out  that  the  co-operative  arrangement  would  not  appeal  to  beys 
in  localities  v/here  the  custom  is  to  start  to  v/ork  at  an  early 
age  because  the  boys  might  be  unwilling  to  lose  half  of  their 
pay  for  attending  school  half-time. 

Mr,  Cushman  felt  that  as  far  as  he  was  able  to 
gather  the  discussion  boils  down  to  this  statement;  Industry, 
as  represented  here  would  be  v/alling  to  accept  more  training 
from  the  public  schools,  than  the  public  schools  are  now 

to  furnish.  He  further  stated  that  there  were  two 
extreme  views  in  this  conference,  Eor  example,  Mr.  Barri tt, 
of  the  'iVestinghouse  Electric  Company,  feels  that  it  vo  uld  be 
well  for  them  to  train  their  own  men,  but  that  he  would  be 
glad  to  accept  help  and  advice  from  outside.  The  other  viev/, 
as  voiced  by  Mr.  Harrison,  of  the  Hamraermill  Paper  Company, 
was  that  they  are  willing  to  accept  outside  service  in  training 
their  foremen,  to  the  extent  that  it  is  available. 

It  was  stated  by  Mr.  Mann  that  he  v,/ould  like  to  have 
the  public  schools  take  over  so  much  of  the  educational  work 
for  his  plant  that  he  would  work  himself  out  of  a job.  Mr, 
Cushman  stated  that  this  vma  the  point  of  view  taken  by  an 
honest  physician  who  strove  to  make  his  presence  unnecessary 
in  the  case.  This  idea,  if  applied  to  foreman  training,  would 
indicate  that  we  should  all  do  our  work  so  thoroughly  in  a 
locality  that  we  would  be  no  longer  needed  in  that  situation. 

Dr.  Hurrell  said  that  there  were  in  evidence  tw^o 
points  of  viev;  of  various  school  men: 

First;  To  set  up  a program  in  academic,  industrirl, 
or  other  fields  and  then  go  out  and  create 
a demand  for  it. 

Second:  To  v/ait  for  industry  to  demand  something 

and  then  set  about  to  have  the  schools 
meet  the  demand, 

Mr.  Dennis  observed  that  this  situation  would  seem 
to  shov;  that  the  industrial  men  and  the  school  men  v/ere  each 
eyeing  up  the  other  for  suggestions.  He  felt  that  in  such  a 
case  the  pressing  need  was  for  someone  to  set  up  machinery 
for  a real  working  development.  One  of  the  industrial  men 
present  referred  to  a former  statementt  that  the  Federal  Board 
for  Vocational  Education  had  been  making  rapid  strides.  He 
pointed  out  that  this  v/as 'Undoubtedly  true,  and  that  as  i.i- 
dustry  was  also  growing  by  leaps  and  bounds,  in  order  to  ad- 
equately cover  the  situation  in  industrial  training,  some 
means  of  stimulating  greater  co-operation  must  be  found. 


- eo  - 


Mr.  Harrison  stated  that  he  could  not  soe  how 
Industry  could  be  expected  to  go  to  the  schools  for  aid, 
because  industry  as  a whole  has  very  little  conception  of 
what  the  schools,  as  now  constituted,  can  do,  and  that 
therefore,  in  order  to  get  action,  it  will  be  necessary  ! 
for  the  schools  to  bring  this  instructional  opportunity 
to  the  attention  of  plant  men  every’vhere.  He  stated  that 
ordinarily  industry,  when  it  sees  a job  that  needs  to  be 
done,  will  address  itself  to  getting  that  thing  accomp- 
lished, and  would  not  be  willing  to  wait  around  until  de- 
cisions are  forthcoming  from  the  local  school  authorities. 

It  v;as  stated  by  Mr.  Dushman  that,  as  he  viev/ed 
the  function  of  the  federal  Board  for  Vocational  Education 
regarding  industry,  he  could  see  a need  for  promotion  at 
largo,  but  that  the  local  State  promotion  is  up  to  the 
vocational  training  interests  in  the  separate  States.  As 
an  example  of  how  foreman  training  in  the  paper  industry 
started,  he  stated  that  the  first  work  was  done  through 
contact  between  the  National  Organization  of  Eulp  and  Paper 
Companies  and  the  Federal  Board  for  Vocational  Education. 

It  was  pointed  out  that  the  paper  interests  have  been  in- 
terested in  instituting  courses  of  training  in  the  schools. 

At  the  present  time  there  is  an  instance  of  this  in  the 
University  of  Ivlaine , where  there  is  being  given  a course 
along  the  lines  of  paper  making. 

A number  of  the  school  men  present  related  ex- 
periences in  their  attempts  to  get  the  local  superintendents 
and  school  boards  interested  in  an  extension  of  the  activities 
of  the  public  schools  to  include  specific  training  in  the  in- 
dustries. It  was  stated  how  in  one  large  city  the  Director 
of  Vocational  Education  was  accused  by  the  board  of  trying  to 
build  up  a big  job  for  himself.  He  then  conceived  the  notion 
of  going  to  a local  chain  company,  that  desired  some  training 
assistance,  and  stimulating  them  to  make  a direct  request  to 
the  Board  of  Education.  Results  were  immediately  forthcoming, 
and  it  was  pointed  out  that  this  experience  is  typical.  It 
was  further  brought  out  that  when  industry  brings  pressure  on 
school  boards  for  assistance  in  training  there  is  little  doubt 
but  that  they  will  get  the  desired  help.  The  necessity  for 
local  Vocational  Directors  to  get  in  touch  with  personnel  men 
in  the  plants  was  pointed  out. 

Dr,  3mit|i,  of  the  University  of  Pittsburgh,  outlined 
his  notion  of  the  situation  by  stating  that  the  local  Superin- 
tendent of  Schools  has  no  money  with  which  to  extend  his  ordi- 
nary activities.  Taxes  are  high  almost  everyv/hore,  and  the 
local  superintendent  has  a fight  on  his  hands  to  keep  roofs 
over  the  children's  heads.  He  has  a very  pressing  problem, 
and  the  person  who  can  get  him  to  see  that  he  should  go  out 
into  industry  and  extend  his  field  of  usefulness  under  these 
conditions,  would  have  to  be  a very  good  salesman,  indeed. 

On  the  other  hand,  the  Superintendent  knows  that  the  success 


-I 


\ 


.1 

' i ! 


/ 


I 


G1 


of  a school  system  depends  upon  the  measure  of  service 
that  it  aelivers  to  the  people.  Since  an  industrial 
plant  represents  a considerable  unit  of  the  people,  it 
is  likely  to  get  more  consideration  from  the  Superin- 
tendent and  Board  of  Education  when  it  makes  a request 
for  assistance  in  training,  than  as  though  the  Director 
of  Vocational  Education  should  come  to  them  for  action 
upon  this  problem.  Consequently  it  will  be  necessary, 
for  a time,  that  industry  make  its  v/ants  knov/n  to  the 
school  districts  in  order  to  get  action  from  those 
persons  in  the  schools  charged  with  the  handling  of 
public  funds. 


Dr.  Rowland,  of  the  Department  of  .Public 
Instruction,  gave  an  interesting  discussion  at  this 
time  concerning  the  relations  between  the  schools  and 
industry.  He  raised  the  question  as  to  whether  in- 
dustry might  not  be  willing  to  make ..addi ti onal  funds 
available  to  the  school  district  In  order  that  the 
schools  might  render  this  additional  service. 

Mr.  Cushman  cited  several  instances  where 
industrial  concerns  have  voluntarily  submitted  to  a 
special  tax  for  such  a purpose.  In  Indianapolis 
there  is  a Typothetae  School  which  is  supported,  for 
the  greater  part,  by  the  national  Association  of 
Printers.  The  building  in  v/hich  it  is  held  is  fur- 
nished oy  the  local  Board  of  Education. 

It  was  pointed  out  in  this  connection  that 
the  industrial  training  system  in  Germany  is  subsi- 
dized partly  by  the  unions,  and  at  times  by  the  em- 
ployers . 


Mr.  Harrison,  of  the  Hammermill  Paper  Company 
stated  that  he  feels  that  the  v;ay  has  now  been  pointed 
out  in  which  industry  shall  approach  the  Boards  of 
Education  for  assistance  in  industrial  training-  He 
stated  that  he  has  always  found  industry  to  be  willing 
to  assist  financially  where  necessary*  He  expressed 
himself  as  being  very  much  pleased  v/ith  this  discussion 
and  that  he  felt  that  something  definite  had  come  out 
of  it. 


GoncluGions 


1.  That  foremen  conferences  are  effective  for 
instructional  purposes  as  attested  to  by 
plant  officials  and  foremen  where  confer- 
ences have  been  held. 


H.  That  instruction  of  some  kind  is  necessary 
for  all  green  employees  whether  they  be 
workmen  on  the  job  or  foremen.  That 
such  instruction  is  a concern  of  the  pub- 
lic for  it  must  be  paid  for  either  out  of 
the  sale  price  of  the  goods  or  by  public 
education  agencies. 


3,  Tiiat  school  people  and  persons  in  industry 
should  co-operate  closely  in  order  that 
the  best  possible  training  may  be  made 
available  to  employed  persons. 


4.  That  conferences  such  as  this  one  are  nec- 
essary in  order  that  school  people  and 
people  from  industry  may  analyze  and 
study  educational  problems  in  v/hich  both 
are  vitally  concerned. 


5.  That  there  are  distinct  contributions  that 
should  be  made  in  part  by  school  people, 
and  in  part  by  persons  within  the  indus- 
trial organizations. 


6.  That  industry  welcomes  assistance,  and  v/ants 
to  work  with  disinterested  educational 
agencies,  such  as  the  public  schools. 


That  it  is  the  business  of  the  public  schools 
to  teach  workers  in  industry  by  means  of 
evening  and  part-time  classes  in  the  school 
houses,  in  the  plants,  or  at  any  convenient 
places  4 


(* 


> 


I 


I 


8*  That  a complete  educational  program  in  a 
large  plant  may  v/ell  begin  with  confer- 
ences similar  to  those  conducted  in 
this  State  at  the  Hammer mi 11  Paper  Com- 
pany and  at  the  A.  AL  Collins  Manufac- 
turing Company's  plant,  and  that  they 
may  well  be  follovved  up  by  classes  of  a 
technical  nature  and  in  some  cases  by 
other  instructive  meetings  for  all  em- 
ployees as  well  as  by  a continuation 
of  the  conference  idea  through  fore- 
men's clubs,  etc. 


9.  That  the  local  public  education  agencies 
and  through  them  the  Department  of 
Public  Instruction  should  arrange  for 
demonstration  conferences  in  individ- 
ual plants  in  order  to  promote  certain 
phases  of  the  program  of  industrial 
education  to  a point  where  industry  is 
able  to  take  up  the  thread  and  continue 
the  program  ’'dthin  its  own  organizations. 


10.  That  the  smaller  plants  especially  need 
assistance  in  such  training  programs, 
and  that  the  local  and  state  industrial 
educational  agencies  are  able  to  be  of 
assistance  in  this. 


11.  That  the  three  industrial  teacher  training 
institutions  in  this  State  have  a res- 
ponsibility for  training  conference 
leaders  as  a phase  of  teacher  training. 


'I 


.1 


■jj 


i’; 

vi 


